This paper presents some of the findings of the Illinois Valedictorian Project, a longitudinal study of 81 top high school students just completing its 10th year. In particular the effects of gender, race, academic talent, and the relationship of undergraduate experiences to early adult achievement and tacit knowledge were examined. Data was collected through five to six semi-structured interviews and periodic questionnaires. The first 5 years revealed gender differences in intellectual self-esteem and career aspirations with females lowering their estimate of their intelligence over their college years. Women also showed concern about combining career and family and planned to interrupt their future labor force participation for child rearing. At the 10 year mark gender differences were evident with women either out of the labor force due to child rearing or generally employed in female dominated fields while men were in business and technical fields. Three individual case studies are included: two women and one African American male. These studies highlight the research findings indicating that women and minority valedictorians lacked tacit knowledge about how to build careers and were constrained in career development by lack of support and role models. Included are 10 references. (JB)