The imposter phenomenon is characterized as difficulty internalizing success due to feelings of inauthenticity or phoniness despite contrary evidence of competence. Academically talented students in undergraduate honors programs could be more vulnerable to the imposter phenomenon as compared with other undergraduates because of experiences surrounding perfectionism and participation in highly selective programs. In this study, researchers examined the relationship between gender, honors program participation, perfectionism, and the imposter phenomenon among undergraduates. Results of a hierarchical regression analysis indicate that socially prescribed perfectionism and honors program participation relate to higher levels of imposter feelings in an undergraduate sample. Implications and practical recommendations for researchers, educators, school counselors, and college administrators are discussed.