This article illuminates the current status of our understanding regarding the academic and social-emotional needs of gifted, early adolescent females in the United States. A synthesis of both theoretical and empirical studies addresses two foundational questions. First, how do we describe the unique population of gifted, female, adolescent students and what do we know about their learning and development? Second, what does the literature reveal about the current status of gender equity in American schools? With respect to these two questions, five areas of literature are examined: 1) gender differences in early adolescent development for the general early adolescent population, 2) issues related to giftedness, and 3) implications for gifted, early adolescent females, 4) gender equity within co-educational, traditional schools, and 5) single-sex schools. Concluding remarks in each area include suggestions to help support academic and social-emotional needs for this subpopulation of students.