Students with high academic ability have unique educational needs. Like all students with special needs, they require evidence-based interventions to develop their potential. One recommended intervention is educational acceleration; however, some educators express concerns about this intervention, often due to worries about potential social issues. Little is known about educational acceleration in inclusive schools, where social inclusion is fostered. In this phenomenological study, we describe the experiences of young people between 17 and 28 years of age, who undertook grade-level acceleration in inclusive schools. The purpose of our study was to describe the experiences of students who moved into classes with older classmates and explore their attitudes towards grade-based acceleration. We also gathered their insights on factors to consider when deciding on acceleration. Participants expressed positive opinions about access to accelerative interventions; they emphasised the need for personalised choices and thoughtful decision making. Important considerations include the school's social climate, supports available to students, and the educational needs of the individual student.