In recent research, female adolescents have been found to prefer history, language, and writing courses, while male adolescents have been found to prefer mathematics and science courses. These gender differences in course selection occurred despite the fact that female and male adolescents performed equally well in these courses. This study examines the motivational factors contributing to course selection in a sample of highly talented adolescents enrolled in the Duke University Talent Identification Program (TIP) Summer Residential Program, an intensive 3-week academic experience for exceptionally talented adolescents. Girls and boys selected different types of classes, with course participation falling along traditional gender stereotyped lines. Boys and girls both performed exceptionally well, and said they took the course they did because the subject was interesting. However, females more often than males enrolled in classes because they perceived them as challenging, different than usual, not offered at school, and as making them more well rounded. Males more often than females selected classes because they thought they would do well and because they viewed these classes as being useful for further schooling or career. The possible role of parenting in contributing to these gender differences, and the implications of the study findings for overall educational goals are discussed. (The TIP end-of-course questionnaire is attached.) (Author)