To assess reaction time and attributional complexity as factors contributing to the relatively high moral judgment of gifted youth, a sample of 30 gifted youth and 30 college students responded to a computerized measure of moral judgment development, which also indexed reaction time. Additionally, participants completed a measurement of attributional complexity and reported American College Test (ACT) scores. Statistically significant differences favored the gifted in moral judgment development, reaction time, and attributional complexity. Regression analysis revealed that attributional complexity explained a significant amount of variance, whereas ACT scores and reaction times accounted for minimal variance. Although reaction time did not predict moral judgment developmental difference, discussion is offered to suggest how gifted youth, such as those in this study, might benefit from using their reaction time when considering moral situations. (Contains 4 tables and 1 note.)