The issue of gender differences in female math achievement, especially among highly able females has been studied by researchers over the last few decades. The Scholastic Achievement Test (SAT), the most widely used instrument in the screening of college applicants, continues to show large and consistent differences among high-ability students, with profound implications for the educational opportunities and life choices of females. This research study, using qualitative research methods, examined the psychosocial, home, and school characteristics of female seniors in high school who achieved above the 95th percentile on the quantitative section of the SAT. The findings suggested that these young, talented women had a number of common characteristics that may have possibly enabled them to be successful in mathematics. Educational implications for both classroom and the home lives of high-achieving young women are discussed. (Contains 4 tables and 1 figure.)