The paper reports on a 1-year study of 44 gifted adolescent females who chose to complete high school and college in 5 years. The students in the special residential program at Mary Baldwin College in Virginia received personality and family adjustment measures at the beginning of the year. Results were compared to the students' later socioemotional adjustment in four areas: freedom from mental health problems, behavioral compliance with rules, positive peer relations, and self-reported student satisfaction. The study found that about half of the students suffered from depression at some time during the year. Forty-eight percent of the students left the program during the year or decided not to return the following year. Students who adjusted best to acceleration came from families that valued personal independence and an active-recreational orientation, and tended to have favorable mother-adolescent communication. Students with few behavior problems also tended to have positive self-concepts concerning both scholastic competence and physical appearance. Students with good peer relationships tended to have high social self-confidence and came from families having established rules and structures. Student satisfaction with the program was best predicted by high interpersonal interests, lower social self-confidence, and a family life with established rules and structure. (DB)