The personal adjustment of gifted and normal college students was compared, and the effects of different educational programs for the gifted were assessed. Sixty-three males and 61 females who had been identified as gifted during elementary or junior high school by the California public schools were divided into three groups based on the degree of special programming they received through California's Gifted and Talented Education Program (GATE). The educational programming for the gifted consisted of: a high GATE intervention group with all-day special classroom, a medium GATE intervention group with 2 hours of special study each week, and a low intervention group with little or no special educational programming. The gifted students and control group were administered the California Personality Inventory and Rotter's Internal-External Locus of Control Scale. In addition, Scholastic Aptitude Test (SAT) scores, grade point averages (GPA's), and demographic characteristics of students were examined. The inventory scores indicated that gifted women were better adjusted than normal women, and that the normal men were better adjusted than the gifted men. While the gifted students had significantly higher SAT scores and GPA's than the normal students, the three groups of gifted students did not differ on these measures. The gifted women in the high intervention group had higher career aspirations than women in the other gifted groups, and the gifted men in the intervention groups had higher scores on self-acceptance. (SW)