The study examined the relationship between perfectionism and discrete academic emotions among highly gifted girls; the predictive values of perfectionism to academic emotions; and differences in academic emotions and performance among adaptive, maladaptive, and non-perfectionists. 225 gifted adolescent girls from a secondary school participated in the study. High standards was a predictor of positive academic emotions, while discrepancy was a predictor of negative academic emotions. Maladaptive perfectionists experienced higher levels of shame. Perfectionists were found to experience higher level of anxiety than non-perfectionists. Findings suggest the need to promote high standards among gifted adolescent girls to promote positive academic emotions; and teach skills to help them manage their expectations and decrease negative academic emotions.