This study challenges an existing controversy, whether there are innate differences in competitiveness between boys and girls in general, and among the gifted in particular, or whether competitiveness is context-sensitive. The specific context examined in the study is that of two pullout weekly enrichment gifted programs: one with single-sex classrooms, and the other with co-ed classes. The competitiveness of 129 students was examined in three different areas: motor (running), spatial, and verbal tasks. The results indicate that boys performed better than girls did in all tasks, with the exception of competitive verbal tasks. Girls were more competitive than boys were in verbal tasks, and there were no significant differences in competitiveness between girls in co-ed environments and girls in a single-sex environment. This adds to the literature that views competitiveness as task-sensitive rather than gender-dependent.