This study investigated the academic adjustment of gifted and non-gifted ninth-, tenth-, eleventh-, and twelfth-grade students placed in accelerated mathematics courses. Using Van Eman's research, the investigation of the social and emotional effects of mathematics acceleration through academic adjustment included the following positive indicators of academic adjustment: "1) attitudes toward school, 2) attitudes toward teachers and classes, 3) motivation and self-regulation, 4) academic self-perception, and 5) goal valuation" (Van Eman, 2009, p. 8). For this study, 156 students were given the Student Attitude Assessment Survey-Revised, which surveyed the academic adjustment of the students. The results for the overall academic adjustment and for each category of academic adjustment of gifted and non-gifted accelerated mathematics students were compared using a t-test for equality of means (parametric data), the Mann-Whitney U test (non-parametric data), and Spearman's correlation (non-parametric data). The results showed no statistically significant difference between any of the test results, and both null hypotheses had to be accepted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]