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The purpose of this study was to examine differences in attribution for the academic successes and failures of high school students participating in and not participating in programs for the gifted. Students were administered the Intellectual Achievement Responsibility Scale. The findings indicate that students participating in programs for the gifted tend to attribute their successes to their own effort and ability to a greater degree than students not participating in programs for the gifted. Implications for educators are discussed.Amid cries that meeting the educational needs of individual students necessitate special programming for gifted students (Barrington, 1979;Renzulli, 1977;Sanborn, 1979), charges that programs for the gifted are elitist also are heard. Educators must consider the alternatives and decide whether or not to promote programs for gifted students. This decision should be based upon the impact of such programming, both in terms of students' attitudes about achievement and their actual achievements. Since programs for the gifted are often developed to promote independent research skills (Renzulli, 1977), the degree to which gifted students accept responsibility for their achievements compared to other students demands attention. This study compared the causal attributions for academic achievements of students participating in programs for the gifted and students not participating in programs for the gifted.While much research demonstrating relationships between perceived personal control and academic achievement has been con-