The purpose of this study was to identify whether gifted adolescents' academic, general, and emotional stability self-concepts would increase or decrease during time spent in a residential summer program for the gifted. Gender and previous summer program participation were also examined as potential moderators. Participants included 140 gifted adolescents enrolled in a 3-week summer program. Self-concept was measured using the Self-Description Questionnaire II (Marsh, 1990). Results were analyzed using a series of repeated measures ANOVAs. Application of the results, limitations, and directions for future research are discussed. (Contains 4 tables.)