The problem is that some secondary schools use the International Baccalaureate Diploma Program to service gifted students even though it was not developed as a gifted model. The purpose of the study is to determine if gifted identified students benefit more or less academically than students not identified as gifted as a result of their participation in the IB Diploma Program. An ex-post facto analysis was conducted of the course selections, IB assessment participation, and performance on the IB examinations between gifted identified students and students not identified as gifted enrolled in the IB Diploma Program in Georgia. Conclusions about the appropriateness of the International Baccalaureate Diploma Program as a gifted model cannot be drawn from this study. No more was known about the gifted identified students or students not identified as gifted after they took the IB examinations than was known prior to their entrance. This study examined IB examination scores to determine if there was a difference between the two student groups. There was no difference between gifted identified students and students not identified as gifted in terms of their IB examination scores. A pattern of eight courses were identified such that enrollment in these courses differentiated between gifted identified students and students not identified as gifted. Gifted identified students were represented proportionally higher in History higher level, Economics standard level, Music higher level, Environmental Systems and Societies standard level and Language B at both the higher and standard level. Students not identified as gifted were represented proportionally higher in Mathematical Studies standard level and Psychology higher level. Several areas for further research were identified. It was suggested that other researchers examine the difference between full diploma candidates and certificate candidates as well as differences that might exist from school to school, paying particular attention to schools that offer the continuum of IB services (PYP, MYP, and DP) and those that only offer one IB Program. A program evaluation study of the IB Diploma Program as it relates to the relevant best practices literature for gifted education would also be appropriate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]