Capítulo 1
The Tech Titan's Blueprint: Gates' Formative Years
Bill Gates' autobiography has become a cultural touchstone in Silicon Valley, with tech founders and CEOs citing it as essential reading for understanding the mindset that built Microsoft. When Mark Zuckerberg mentioned it as his favorite business memoir during a 2022 podcast, sales surged 40% overnight. Beyond its popularity among tech elites, the book offers rare insights into the formative experiences that shaped one of history's most influential entrepreneurs before Microsoft became a household name. What makes this memoir particularly fascinating is how it reveals the perfect storm of privilege, opportunity, and obsession that converged at precisely the right moment in technological history-showing that Gates' success wasn't just brilliance, but brilliance activated by extraordinary timing.
Capítulo 2
The Competitive Edge: Games of Strategy and Skill
From my earliest memories, I was driven by an almost primal need to win. This manifested most clearly in my relationship with my maternal grandmother, Adelle Thompson-"Gami" to me-who initiated me into our family's card-playing tradition when I was just five years old.
Our epic battles across thousands of hands of various games became my first training ground for strategic thinking. Playing Pounce, a fast-paced group solitaire game, I watched in awe as Gami tracked every card on the table while simultaneously coaching both me and my sister. "Think smart, Trey," she'd encourage as I deliberated my moves.
What initially seemed like luck gradually revealed itself as something far more valuable-a trained mind capable of recognizing patterns, tracking probabilities, and making optimal decisions even in unfamiliar situations. Her mental algorithm methodically worked through game theory concepts I couldn't articulate but slowly began to intuit.
For five years, we played countless games-Pounce, gin rummy, hearts, sevens, Coast Guard rummy, bridge, and many more from Hoyle's. I studied her techniques relentlessly until finally, around age thirteen, I began winning consistently. This experience taught me something fundamental: no matter how complex a system appears, with persistence and careful observation, you can decode its underlying patterns. The world, I realized, could be understood.
This early lesson in competitive analysis would later serve as the foundation for how I approached business challenges at Microsoft-breaking down complex problems into manageable components, identifying patterns, and developing strategies that anticipated competitors' moves several steps ahead.
Capítulo 3
The Formative Years: A Different Kind of Childhood
Born in 1955 as the middle child between sisters Kristi and Libby, I was known as "Happy Boy" for my perpetual grin. But beneath that cheerful exterior lay a mind that worked differently from most children's-something my parents recognized early. Unlike my obedient sister Kristi who played well with others and earned excellent grades, my preschool teachers described me as initially showing "complete lack of concern for any phase of school life" before becoming "newly aggressive" and "rebellious."
My mind operated with laser focus on subjects that interested me-reading, math, and time alone with my thoughts-while disregarding daily rituals, handwriting, art, sports, and most parental instructions. This selective attention would become both my greatest strength and most challenging limitation.
My parents' struggle with their hyperkinetic, brainy, and often contrarian son shaped our family dynamics and my unconventional path to adulthood. My father, a six-foot-seven "gentle giant" with calm politeness and direct purpose, contrasted sharply with my mother Mary-a gregarious and determined woman who once insisted on standing on tiptoes when my father initially rejected her as a dance partner for being "too short." Their different approaches to life-my father deliberate and pragmatic, my mother outgoing and determined-would profoundly influence who I would become.
My mother's background particularly shaped her parenting approach. She grew up in the embrace of wealth and opportunity established by her grandfather J.W. Maxwell, a self-made banker who rose from humble beginnings to become chairman of a major Seattle bank. The Maxwell family valued education, sports, and games as vehicles for larger life lessons. From both sides of her family, my mother inherited confidence and ambition that she worked tirelessly to instill in her children.
Family dinners were sacred time for discussion, where I first absorbed values about fairness and civic responsibility. My mother's meticulous planning extended to all aspects of family life-from holiday traditions to educational opportunities. She approached parenting with a philosophy of continuous improvement, even taking notes after each Christmas about what worked and what didn't. These structured experiences, though sometimes frustrating to my independent nature, provided the framework within which my analytical mind could flourish.
Capítulo 4
Finding My Place: The Library and the Therapist
School presented unique challenges for a mind like mine. I became increasingly selective about where I invested my energy, excelling in subjects I valued while completely disengaging from those I found pointless. This approach led to uneven performance until a perceptive teacher recognized my need for challenge and introduced me to the school librarian, Blanche Caffiere.
Mrs. Caffiere transformed my school experience by making me her assistant librarian. What began as busywork-finding misplaced books-became my passion. I loved the logical organization of the Dewey Decimal System and treated reshelving like a personal competition. I often skipped recess to immerse myself in the library, finding and organizing books with an intensity that foreshadowed my later work habits. Mrs. Caffiere validated my efforts, suggesting challenging books and treating me as essential to library operations-perhaps the first person outside my family to recognize my capabilities rather than my challenges.
When behavioral issues continued despite this positive outlet, my parents sought help from child psychologist Dr. Cressey. Rather than trying to "fix" me, Dr. Cressey helped me understand that with each passing year, my independence would naturally grow, and throughout it all, my parents would love me. His insight-that I should focus on gaining skills for the adult world rather than wasting energy fighting authority-marked a turning point in my development.
After about two and a half years, my sessions with Dr. Cressey ended. Peace returned to our home as my parents gave me more space to be myself, accepting that their son was "a few degrees from what a lot of parents would consider normal." This acceptance allowed me to channel my energy into productive pursuits rather than rebellion-a crucial shift that would enable my later achievements.
Capítulo 5
Lakeside: The Pivotal Opportunity
When I started at Lakeside School in fall 1967, I felt like an outsider among Seattle's elite. Unlike many classmates who arrived with established social networks from ski clubs, tennis clubs, or family connections, I fell back on my familiar role as class clown. Having lost all the social progress I'd made at my previous school, I was a non-athlete in a sports-focused environment, an unfocused generalist among focused students. Rather than try to fit in, I pretended I didn't want to.
My act failed immediately in seventh-grade geography with Mr. Anderson, who sometimes ran his class like football practice. Despite my interest in geography, I messed around, skipped assignments, and barely participated. When Mr. Anderson paired me with the worst student in class for a group project, I suddenly saw myself through his eyes: "Gates isn't smart." This realization stung deeply.
By year's end, I was objectively below average in my teachers' assessments. When I had them sign my yearbook near my written plea "Give me an A+!", none obliged-I hadn't earned it. At home, I petulantly scribbled, "Wow! You Teachers are Something to Forget! Goodbye!"
But everything changed when Lakeside acquired a computer terminal connected to a system in California. The math department had gotten a Teletype ASR-33 that connected to a computer over a phone line-a system called timesharing. I'd only seen computers as massive boxes run by specialists in university labs and bank basements. The idea that I could use a computer myself seemed impossible.
We had it thanks to Bill Dougall, head of Lakeside's math department-a former WWII Navy pilot and Boeing aeronautical engineer who had studied French literature at the Sorbonne. After Dougall and other faculty took a summer computer class, they pushed to bring computer access to Lakeside, despite the significant expense-over $1,000 yearly for the terminal plus $8 per hour for computer time. The Lakeside Mothers' Club raised $3,000 through a rummage sale, enough to rent the cutting-edge terminal and pay for initial computer time.
The amusing part was that no one knew how to use it. Mr. Dougall exhausted his programming knowledge within a week. The school simply bet that someone would figure it out-and that someone turned out to be me.
Capítulo 6
The Computer Room: Finding My Tribe
The computer room quickly became our domain-a mosh pit of teenage boys trying to outdo each other. As an eighth-grader, I was determined not to let anyone, especially older kids, get anything on me. Paul Allen, a sophomore two years older than me, exploited this beautifully with challenges like "Bill, you think you're so smart, you figure this thing out." Paul would become my Microsoft co-founder years later, but back then he was just the cool kid with muttonchops who kept goading me into solving increasingly difficult problems.
Our core group-Paul, his friend Ric Weiland, my best friend Kent Evans, and I-became both rivals and friends. We created increasingly sophisticated programs: casino games, Monopoly simulations, and a random sentence generator that combined nouns, verbs and syntax (a primitive version of today's AI chatbots). Teacher Fred Wright brilliantly provided no formal instruction, no sign-up sheets, and no locked doors-trusting that without limits, we'd teach ourselves.
The feedback loop of programming was addictive. Writing programs flowed from skills that came easily to me: logical thinking and intense focus for long periods. I'd write as much code as possible on paper before typing it at the terminal to avoid racking up charges. Then I'd dial the rotary phone on the terminal, wait for the modem's buzz, feed in my paper tape at ten characters per second, and type "RUN." If my program failed, I'd have to log off, debug my code, and wait my turn again.
That fall we basically lived in that room in a loop of writing programs, having them fail, and trying again. Our grades suffered, our parents worried, but we learned quickly. It was the most fun I'd ever had at school-and the beginning of what would become my life's work.
Capítulo 7
Kent Evans: The Friend Who Shaped My Ambition
In eighth grade, I began noticing a certain kid at the lower school. Tall, with unruly brown hair, Kent Evans had a deep cleft lip and spoke with a slight impediment. As a baby, his lip and palate were so badly deformed his parents had to feed him with an eyedropper. By our second year, Kent had endured painful operations that left his mouth full of orthodontia and slackly open. Looking back, I think those earlier challenges fostered a fearlessness that would manifest repeatedly in his too-short life.
Kent was quiet in Mr. Stocklin's eighth-grade math class, but I could tell he was smart. New to Seattle, his family had moved here just before seventh grade due to his father's job as a Unitarian minister. Like me, Kent didn't fit into Lakeside's established cliques, but unlike me, he didn't care. Social position meant nothing to him-he pursued his interests with remarkable intensity for a twelve-year-old.
We became best friends quickly. On a camping trip with a Lakeside teacher, we pitched our tent too close to the Pacific Ocean. I woke to Kent shaking me as seawater sloshed into our tent, soaking our sleeping bags. Laughing hysterically, we fled to higher ground. Already close, from that point on we were inseparable, continuing school conversations over phone calls that stretched for hours.
While most kids spent zero time thinking about their futures, Kent was different. He talked constantly about where he wanted to be in ten or twenty years, strategizing his path. He seemed certain of his destiny for greatness. Together, we devoured biographies of famous leaders like FDR and MacArthur, analyzing their paths to success with teenage intensity. Should we attend West Point? Join the Foreign Service? Become professors? I was raw intelligence and competitive drive without direction; Kent's ambition would help spark mine and channel my competitive nature.
Our friendship would profoundly shape my approach to business and life-until tragedy struck during our junior year when Kent died in a mountain climbing accident. His death was devastating, but the ambition he had helped cultivate in me would continue to drive my path forward.
Capítulo 8
Computer Center Corporation: The Perfect Testing Ground
Our computer hobby was getting expensive, but an unlikely savior emerged through our carpool. Monique Rona, a French woman who drove me to school Mondays and Tuesdays, was deputy director of the University of Washington's computer lab. With her mathematical background and wartime experience in the French Resistance, she had a unique perspective and never talked down to me despite my overconfidence about programming.
That fall, Mrs. Rona was establishing one of Seattle's first computer timesharing companies, Computer Center Corporation (C-Cubed), using a powerful PDP-10 from Digital Equipment Corporation. She made Lakeside an extraordinary proposal: if some students would help test their system, we'd get free access to their new computer.
In November 1968, our small group visited C-Cubed's headquarters in an old Buick dealership. The company needed to thoroughly test their system before opening to paying customers. In 1968, unlike today, computer hardware was valuable but software was an afterthought, often requiring extensive debugging. DEC had struck a deal with C-Cubed: as long as they reported bugs, DEC would waive the monthly leasing fee.
This arrangement gave us unlimited access to a powerful computer system-our only obligation was to document any crashes or strange behavior. Finding bugs was actually good for C-Cubed, as it meant more time not paying their lease. They needed "monkeys with hammers," and we were perfect for the job.
What started as simple bug testing evolved into serious programming as we learned from manuals, dumpster diving for code snippets, and mentorship from real programmers like Steve Russell. Our early bug reports were primitive-"If you spin all five tape drives at the same time, something weird happens"-but we quickly progressed.
I fell into a work pattern that would define my career: total focus, instant feedback loops, and the addictive thrill of making code work. Without YouTube tutorials or abundant resources, we learned creatively-Kent hand-copied math programs from manuals, I guarded my precious "Introduction to Programming" book, and Paul broke the ice with C-Cubed's programmers who shared their expertise.
Capítulo 9
Academic Transformation and Business Beginnings
Determined to transform my academic performance without sacrificing my carefree image, I devised an elaborate scheme: buying duplicate copies of all my textbooks. I left one set at school and kept another hidden at home, allowing me to study intensively while appearing to breeze through classes without effort. This satisfied my lingering insecurity-I wanted recognition for intelligence without seeming to try.
I discovered my ability to hyperfocus could be harnessed academically. When I truly concentrated on a subject, my mind automatically organized information within logical frameworks, giving me a sense of control and pattern recognition that felt like unlocking a superpower. Yet at fourteen, my discipline remained inconsistent, particularly with subjects like biology that seemed disconnected from a larger purpose.
Once I lowered my guard and engaged with teachers, I blossomed under their challenges. Physics teacher Gary Maestretti expanded my perspective by presenting science as an ongoing story of challenging accepted facts, while chemistry teacher Dr. Daniel Morris encouraged curiosity-driven questions, reinforcing that "the world makes sense."
That summer, our conversations shifted toward business possibilities. Kent, inspired by his great-grandfather who built a fortune in nurseries, believed we could monetize our programming skills. He encouraged me to read Fortune and The Wall Street Journal while adopting a businessman's appearance, carrying an oversized briefcase stuffed with magazines and papers.
We researched corporate proxy statements, astonished to discover a family friend earning $1 million annually as a bank executive, with stock options worth $15 million. We debated potential paths to such wealth-banking, medical inventions, or reaching IBM's executive ranks. Though the software industry didn't yet exist as a career path, we hoped to earn money from programming, like other kids did mowing lawns.
Kent cleverly created "Lakeside Programming Group"-deliberately vague to sound corporate-to receive free product brochures from computer companies. This proto-company name contained the seed of an idea that our skills might someday have commercial value.
Capítulo 10
First Professional Projects: From Teaching to Payroll
When Lakeside decided to computerize class scheduling for the upcoming merger with St. Nicholas School, math teacher Bob Haig asked Kent and me to help. Finding it too complicated, we declined. Instead, Kent took over teaching Haig's introductory computer science class, recruiting the rest of us as unpaid tutors. We improvised without textbooks or course plans, each covering different sections. Teaching brought unexpected challenges-handling late arrivals, absences, and grading. Reluctant to hurt students' feelings, we generously awarded As and Bs.
After C-Cubed's collapse, Lakeside contracted with Information Sciences Inc. (ISI) in Portland for computer time. When we hacked their system for free usage and got caught, Kent devised a plan. We sent an official-looking letter from the "Lakeside Programming Group" offering our services. ISI gave us a job developing a payroll program for a pipe organ manufacturer, with the compensation being free computer time.
The project revealed our group's competitive dynamics. Paul and Ric initially "fired" Kent and me, claiming insufficient work for four people. Weeks later, they realized the complexity of payroll systems-taxes, sick pay, vacation time, and various deductions-and asked us back. Frustrated by their approach, I demanded leadership and redistributed our compensation, assigning myself and Kent four-elevenths each, with smaller portions for Paul and Ric.
We completed the PAYROL program just in time, working overnight at the University of Washington's computer lab until Paul "borrowed" equipment without permission, getting us banned. The next morning, we caught a Greyhound to Portland, dressed in blazers and ties with briefcases in hand, nervous about being dismissed as mere kids.
Instead, ISI executives took us seriously, reviewing our code and offering more work. Kent negotiated future payment by the job or royalties rather than hourly wages. While I believed we were genuine hotshots, looking back I recognize the helping hands of adults like Bud Pembroke at ISI and Fred Wright at Lakeside who facilitated these opportunities while letting us prove ourselves. This marked our transition from make-believe to creating something of real-world value.
Capítulo 11
Tragedy and Perseverance: Losing Kent
For three weeks, Kent and I worked twenty-hour days alongside four teachers to complete the school scheduling project. We skipped classes and battled exhaustion, often working until 3 a.m. at the University of Washington's computer lab. The outdated batch processing system meant each program test could take five hours-punching cards, taking them to the basement computer, waiting for results, then starting over when errors occurred. Despite these challenges, we completed the program the night before deadline.
Our success led Headmaster Dan Ayrault to fund a new version in BASIC. Kent immediately saw broader potential, proposing we market our scheduling software to other schools. We created flyers advertising the "Lakeside Programming Group" and our various ventures, noting we were an "equal opportunity employer."
That spring was hectic-catching up on missed schoolwork while starting the new scheduling project. Kent was even busier, writing papers for faculty, planning a calculus program for middle-schoolers, and taking a mountain climbing course at UW. We still talked every night, with Kent excitedly sharing climbing terminology just as he had with sailing.
On Friday before Memorial Day, we signed the contract with Lakeside for the next phase. That night, Kent called to say he was heading to Mount Shuksan for his final climbing trip. The following Monday, Headmaster Ayrault called to tell me Kent had fallen and died during the descent.
I attended Kent's memorial service in a daze, unable to speak despite preparing notes. Seeing Kent's grieving parents, especially his mother sobbing on the sofa, made me realize the depth of their loss compared to mine. I couldn't bring myself to take any of Kent's belongings when his father offered.
To cope with my grief, I called Paul and asked for help finishing our scheduling project. For a month, we coded twelve-hour stretches, sleeping on Army cots between sessions. The project became part of our grieving process-a mission built on our shared past with Kent, losing ourselves in the complexity of coding rather than confronting our feelings directly.
Through those intense sessions, our friendship deepened. I visited Paul's home, seeing his full geekiness in its glory-his basement laboratory with chemistry sets and electrical contraptions, his room packed with science fiction books. During breaks, Paul would educate me on sex, drugs, and rock 'n' roll, particularly his hero Jimi Hendrix. Despite our different personalities, we completed the scheduling program on time, creating code that would be used for years. Our partnership taught me that another person can help you be better-Paul's patient, thoughtful style complementing my rapid-fire, persistent approach.
Capítulo 12
Harvard and the Birth of Microsoft
At Harvard, I was determined to access the PDP-10 despite it being largely off-limits to undergraduates. I met with Professor Tom Cheatham, the lab's director, and proudly explained my programming background. I enthusiastically predicted how microprocessors would revolutionize computing, shrinking massive machines to matchbook size. But unlike the programmers at C-Cubed and TRW who had been impressed by my enthusiasm, Professor Cheatham seemed uninterested, which left me feeling intimidated. Nevertheless, by day's end I had a key to the lab and my own account.
The Aiken Lab operated as a self-governing cooperative of students, researchers, and hackers who knew the quirks of the computers and fixed them when they broke. Eric Roberts emerged as the de facto leader, a programming addict who would code through Thanksgiving break, sleeping at the terminal and subsisting on candy and greasy burgers. I quickly adapted to the lab's easygoing, democratic culture-no rules except staying out of the way of serious researchers. With 24-hour access, I earned a reputation for abandoning my friends to spend nights trying to get my virtual baseball players onto the field.
Despite my excitement about Harvard's intellectual stimulation, I felt at loose ends. Coming from Lakeside's small graduating class where I'd excelled with support from teachers and parents, Harvard was a much bigger pool where everyone had been top of their class. This hit me hard in organic chemistry, where hundreds of determined pre-med students assembled molecule models while I, having signed up simply because I loved high school chemistry, quickly became overwhelmed.
In our Math 55 study sessions, we were subtly keeping score, and I realized my ranking wasn't what I'd hoped. Though my B+ was an achievement in that demanding class, I saw it as proof I wasn't the best-a devastating realization for someone who identified as the smartest person in the room. I recognized that while I had an excellent math brain, I lacked the gift of insight that distinguishes the greatest mathematicians.
Then came the moment that would change everything. In January 1975, Paul Allen burst into my dorm room with the latest issue of Popular Electronics featuring the Altair 8800 on its cover. "This is it," he said. "It's happening without us!" The Altair featured an 8-bit Intel 8080 processor, up to 64K of memory, and 78 machine instructions. Despite its limitations-requiring binary toggle switch input and LED light output-Paul and I recognized its potential for both hobbyists and business applications.
Without an actual Altair or even an 8080 chip, Paul devised a brilliant solution: he created a simulator that would let us use Harvard's PDP-10 to emulate the 8080 chip. I would write BASIC in assembly language while Paul built the simulator and debugging tools. Starting in February, I skipped classes to code on yellow legal pads, then Monte Davidoff, Paul and I would work all night at Aiken Lab. After six frenzied weeks, our BASIC was ready to demonstrate to MITS.
Paul flew to MITS with our program saved on paper tape. At MITS, after entering the bootstrap code and loading our program, the terminal displayed "MEMORY SIZE?" Paul demonstrated our creation with simple commands like "PRINT 2+2" which correctly returned "4". He even ran a Lunar Lander game that worked perfectly on the first try. Our software had brought the Altair to life, and Ed Roberts was ecstatic.
Over dinner, Ed Roberts invited Paul into his office to discuss business, revealing MITS's history as a struggling calculator kit maker that had pivoted to computers when Intel announced the 8080 chip. Desperate to save his nearly bankrupt company, Ed had gambled everything on the Altair, even pitching Popular Electronics without a working prototype. The gamble paid off-hundreds of orders were pouring in, and Ed wanted to license our BASIC interpreter immediately to make the Altair more useful. Paul and I decided we needed a name for our partnership, and settled on "Micro-Soft"-combining microcomputers and software.
Capítulo 13
Building a Software Business in the Wild West
When I arrived at MITS headquarters in Albuquerque in summer 1975, the former sandwich shop had transformed into a makeshift computer factory with long tables built from two-by-fours and plywood. Workers assembled electronic parts into boxes that shipped as quickly as possible to eager customers. The most dedicated fans drove hundreds or thousands of miles to pick up their Altair in person, sometimes camping overnight in RVs outside the aging strip mall that housed MITS alongside a check-cashing place, laundromat, and massage parlor.
In California, the Homebrew Computer Club had formed in March when thirty-two enthusiasts gathered in a garage. The club quickly grew to hundreds of members, with similar groups forming nationwide. These hobbyists, often influenced by counterculture ideals, saw personal computers as democratizing technology that should be accessible to everyone. During a promotional tour with MITS's "Blue Goose" van, I visited Silicon Valley and met groups like the People's Computer Company, whose mission was using computers "for people" rather than "against people."
While the hobbyist community saw software as something to be freely shared, Paul and I had a different vision. Through many late-night conversations, we'd developed the concept of Micro-Soft as a "software factory" that would create high-quality programs for the emerging personal computer market. We believed that as computers became cheaper and more widespread, demand for software would be virtually unlimited. Beyond BASIC, we envisioned programming tools, other languages like FORTRAN and COBOL, and even operating systems. Our goal was to get our software on every personal computer in the world-an ambition that typically earned eyerolls.
Frustrated by rampant software piracy-less than 10% of Altair owners paid for our BASIC-I wrote "An Open Letter to Hobbyists" that became a watershed moment for software as a business. I argued that without financial incentives, quality software wouldn't be developed, noting our work represented over $40,000 in computer time yet earned us less than $2 per hour. The letter sparked intense debate in the nascent personal computing community, with some supporting the need to compensate developers while others advocated for free software.
By spring 1976, with about $20,000 in monthly revenue from deals like NCR, Micro-Soft hired its first employee-Marc McDonald, a fellow Lakesider who took the job at $8.50 an hour. We formalized our business structure with me handling legal and financial matters while at Harvard, Ric serving as president and day-to-day manager, and Paul maintaining customer relationships while still at MITS. Our business plan was deliberately cautious-partners would earn just $9 per hour regardless of success-with twin goals to grow our reputation and make money.
Capítulo 14
Securing Independence and Defining the Future
Our dispute with MITS moved to arbitration in June. Despite my initial concerns about our lawyer Paull Mines' seemingly scattered demeanor, he proved sharp and thorough, preparing us meticulously each night. The ten-day hearings fascinated me-I arrived daily with an overstuffed briefcase of documents, partly for show. The arbitrator struggled with the technical aspects, requiring us to dub our code "the Grand Source" for clarity. Ric's detailed Microsoft journal proved invaluable in demonstrating that many companies wanted our BASIC while MITS blocked these potential deals.
The arbitrator ruled in Microsoft's favor, terminating our exclusive license with MITS and confirming we owned our source code. The ruling specifically condemned Pertec's attempts to block licensing as "an act of corporate piracy." With the exclusive license terminated, we immediately contacted waiting customers and within weeks had revenue flowing from multiple clients without having to split proceeds with MITS.
By late 1977, the Commodore PET, Apple II, and RadioShack TRS-80-later known as the "1977 Trinity"-brought personal computing into the mainstream. Unlike earlier hobbyist machines, these computers came fully assembled and ready to use. Each featured a version of our BASIC tailored to their specifications: Level II BASIC for RadioShack, Applesoft for Apple, and Commodore BASIC for PET (where we secretly embedded the command WAIT 6502,1 that would display "MICROSOFT!" on screen). These machines reached hundreds of thousands of new users while competitors like Texas Instruments fell behind.
With Microsoft no longer dependent on MITS and facing hiring challenges in Albuquerque, I wrote a memo in spring 1978 evaluating potential new locations. After considering Dallas-Fort Worth and Silicon Valley, we chose Seattle for its university talent pool, distance from competitors, and lower risk of employee poaching. In December 1978, our team of twelve posed for what would become an iconic photo of 1970s Microsoft, complete with wide collars and bushy beards. A month later, I packed my 911 Porsche and drove north, collecting three speeding tickets along the way. Despite once vowing never to return to Seattle, I realized this was different-I wasn't just moving home, I was bringing Microsoft with me, the company that would define my life's path.
Looking back on my journey, I recognize the extraordinary privilege and timing of my birth, my early aptitude for mathematics that gave me "X-ray specs" to see the world's hidden structures, and my parents' perfect blend of support and pressure. They pushed me outward rather than letting me turn inward, helping develop my social skills despite what today might be diagnosed as being on the autism spectrum. While I inherited my father's confidence, my mother's expectations fueled an intense ambition to succeed and do something important-to clear her high bar by such a wide margin that nothing more could be said on the matter.
My mother instilled in me that wealth comes with responsibility to give it away, though she didn't live to see how fully I've tried to meet that expectation, passing away in 1994 from breast cancer. My father helped start our foundation after her death. As I grow older, I find myself looking back more, realizing that much of who I am was there from the start-still that eight-year-old at Gami's table, alert and wanting to make sense of it all.
