Current self-concept theories suggest a multi-dimensional construct, with domain-specific self-concepts hierarchically related to global self-concept. The academic domain may be comprised of subject-specific domains that are related to performance in corresponding areas. Here, gifted students' responses to questions about how they compare with other students in a variety of school subjects reflected only a single factor. Excepting math, domain-specific self-perceptions were not strongly related to corresponding above-level test performance. No gender differences in congruence between self-perception and performance were evident in any domain except reading, where a small difference favored girls. No meaningful differences by grade level or school type (public vs. private) were found. Despite some limitations in the measures, these findings raise questions about the strength of domain-specific self-concepts among gifted elementary students.