At puberty differences in ability and interest in mathematics between the sexes appear, and they increase with age. This paper describes a special algebra workshop for gifted seventh-grade girls which was designed to improve their competence and accelerate their progress in mathematics, and to increase their awareness of career opportunities in math-related fields. The effect of participation in this summer program is evaluated in terms of achievement in mathematics and changes in attitudes towards mathematics. A comparison is made with nonaccelerated matched control groups. The implications for understanding mathematical precocity are discussed. (Author)