This qualitative study was conducted to explore gifted students' conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students' retrospective accounts of their conceptualizations of their high school STEM education. Interview transcripts were analyzed inductively using a phenomenographic analysis framework. Findings comprised an outcome space composed of six core categories of meaning representing STEM learning environment, institutional supports, social supports, teacher qualities, active involvement in learning, and students' self-perceptions of their STEM capability. Findings from this study offer a deep understanding of contemporary STEM education of gifted secondary students and help inform future curriculum design, program evaluation, and educational policy.