This qualitative study aimed to explore the development of self-concept in adolescents attending schools for students with high abilities, interviewing 28 adolescents from two centers for students with high abilities in the metropolitan area of Monterrey, Mexico. Using a thematic analysis approach, the data were analyzed across four categories corresponding to different dimensions related to the development of self-concept: social, emotional, academic, and moral. The study suggests that programs for students with high abilities create a conducive environment for the development of a positive social self-concept, as students socialize with peers with whom they share greater affinity. A challenging academic environment motivates students to achieve high performance. However, students with high abilities often face emotional difficulties, primarily due to self-demand and perfectionism, which are influenced by parental expectations. These findings contribute to the ongoing discussion regarding the impact of high-ability programs on the self-concept of advanced students.