The purpose of this study was to examine whether academically talented adolescents attending a residential science high school in Korea had different levels of psychological well-being or school life satisfaction than their high-ability peers in regular high schools. The participating high-ability students (n=299) were in their second year of high school and were attending either a science high school (n=111) or a regular high school (n=188) in the same province in Korea. Both groups completed the Psychological Well Being scales (Ryff, 1989a) and a researcher-constructed Satisfaction With School Life scale. In addition, the science high school students responded to open-ended questions about their experiences in the science high school. No statistically significant differences were found in psychological well-being, but there were statistically significant differences in school life satisfaction favoring the science high school sample to the open-ended questions indicated that they appreciated the advanced curriculum and the expertise of their teachers. They also reported satisfactory relationships with teachers and peers. Overall, the study suggested that the residential science high school was meeting the educational needs of these talented Korean students, at least better than traditional high schools. However, this study could not confirm its primary expectation that the specialized schooling from gifted students would enhance psychological well-being. Implications of the study for research and practice are discussed. Putting the Research to Use: This study provides empirical support for the value of special high schools in creating satisfaction with school life among academically talented youth. The students attending the special high school in Korea in this study had higher satisfaction with all aspects of school life than their counterparts in traditional high schools. This suggests that special high schools create a more positive climate for students with talents in the sciences even in cultures where peers are generally quite supportive of academic achievement. Parents can use the study to advocate for appropriate curricular modifications, special classes, and special schools for high school students. School administrators can use the study to support and guide special programming for high school students who are talented in the sciences. Counselors can use the study in two ways. First, they can use the results to provide information to students who are considering accepting invitations to participate in a special high school for students talented in the sciences with some of the specific benefits they are likely to experience in this type of learning environment. Second, because there were no differences in the groups on the measure of well-being, counselors can use the well-being instrument used in this study to assess well-being traits such as autonomy, personal growth, and environmental mastery among gifted students. Students who are struggling with these issues may benefit from counseling. The study suggests that this instrument can be used to assess the well-being of gifted students in any educational context because it assesses relatively stable traits that are not context-dependent.