According to the social-cognitive theory, students increase or decrease their self-efficacy and self-esteem based on previous performance, comparison with peers, and feedback from their learning environment. Similar studies have looked at self-efficacy and/or self-esteem; for example, a study was done at the University of Georgia in which they looked at the strengths of high, low, and healthy self-esteem in college students. Another study was done on self-efficacy and high-stakes math achievement for mathematically gifted high school students. Few studies have looked at self-efficacy and self-esteem in elementary school children. There had been no previous research on these constructs with the sample elementary school. A very limited number of studies previously used subjects from the elementary school population when looking at self-esteem and self-efficacy in relation to school. Performances of gifted and nongifted students in the elementary school on self-efficacy and self-esteem measurements were analyzed statistically. Results revealed a significant difference in measures between the two groups. Gifted students scored lower on both self-efficacy and self-esteem measurements than nongifted students. These findings offered valuable implications for understanding the stages of development of both self-efficacy and self-esteem in this population. [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.]