This study supported the use of acceleration for gifted minority students in math. The gifted minority students in this study viewed taking accelerated math courses as exciting and beneficial for preparation for high school and college and particularly liked the challenges they encountered while taking advanced classes. They enjoyed working ahead and having a "leg up" in school and were infused with a special feeling of being gifted and talented in taking accelerated math. Ethnicity was not a major factor for teachers' support for acceleration. The teachers believed that acceleration provides necessary challenges for students, makes them committed to schoolwork, and enhances their academic achievement. No negative peer pressure resulting from academic acceleration was found, though the teachers were more certain than the students about the existence of negative peer culture for gifted minority students. (Contains 4 tables.)