This study examined social and personal concomitants of exceptional academic capability, specifically self-concept, peer acceptance, and attitude toward school, in the context of integrated or self-contained classrooms. The sample consisted of 354 gifted Ontario students from Grades 5, 8, and 10 (150 in self-contained classrooms and 204 in integrated classes), with a control group of 408. Each subject completed an age-appropriate self-report scale of social competence and a rating scale regarding feelings about school. Peer nominations for social competence were also obtained from children in the integrated classes, that is, sample children as well as their classmates. The integrated gifted children at all three grade levels achieved higher scores of academic self-concept than did the children in either the self-contained gifted or the control group. There were few salient differences between the groups in terms of sex, social self-concept, physical self-concept, or Grade 8 and 10 ratings of social competence. Gifted children were less popular in classes where there were large differences in Intelligence Quotient between the gifted and control subjects. While there were no significant differences in terms of attitude towards school between the groups studied, feelings toward school became less positive as age increased. (JDD)