This ethnographic study examines how adolescent graduates of Conservative Jewish day schools articulate their moral outlooks and negotiate their identities as moral beings in secular educational environments. Using Clifford Geertz's methodology of "thick description," the research involved several months of field work with Jewish day school graduates enrolled as tenth graders in secular public and independent schools, all of whom participated in the Ivry Prozdor honors program at the Jewish Theological Seminary. The study focused on Tamar Minick, one of six participants observed from 1999 to 2000, through shadowing, interviews, and classroom observations. The research identified three distinct moral outlooks: "Permissive" (emphasizing subjective judgments and personal inclinations), "Connected" (negotiating moral views through dialogue with various influences and traditional sources), and "Standard-bearing" (relying on objective rules and established authorities). Tamar exemplified the "Standard-bearer" outlook, demonstrating strong commitment to Jewish identity, religious observance, and community responsibility while successfully navigating her dual existence in secular high school and Jewish communal life. Her moral framework was shaped by external sources of authority including family, day school teachers, rabbis, and Torah, yet she actively authored her own moral guidelines. The findings suggest that Jewish day school education can successfully produce students who maintain strong religious and ethnic identity while engaging meaningfully with diverse secular environments, challenging common assumptions about adolescent moral relativism and supporting the efficacy of intensive Jewish education in fostering committed Jewish identity.