Excellence gaps are differences in advanced education outcomes among student groups. This study replicates and extends an earlier study on the prevalence and magnitude of excellence gaps based on student sex and immigrant status using Grade 8 TIMSS data. Data were included for the 12 countries that have participated in each TIMSS administration from 1995 to 2019. The analyses provide evidence that overall rates of advanced performance in both math and science appear generally flat, with some intercountry variability. Regarding excellence gaps, sex gaps in science and immigrant gaps in mathematics trend to zero across countries with low intercountry variability. Sex gaps in mathematics are more mixed, both across the entire sample and among the 12 consistently participating countries. Immigrant gaps in science trend to zero but with more intercountry variability. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs within school systems that often prioritize minimum competency.