Only a few French authors have studied the experience of giftedness from teenagers’ point of view. Self-concept appears to be a useful indicator to help apprehend teenagers’ experience. Our study aims to assess differentiated self-concept of gifted boys and girls (I.Q. scores ≥ 130), schooled in heterogeneous classes. 84 gifted teenagers (boys: n= 47), with different academic profiles, from 13 to 18 years old (middle age: 15.4 years, SD: 1.4) completed three tools used to investigate several complementary dimensions of self-concept: the SDQII (Marsh, 1990), another self-evaluation questionnaire (Guskin, Okolo, Zimmerman & Peng, 1986) and the GPS method (Genesis of Perceptions of Oneself, L’Ecuyer, 1990). Boys were more confident about their emotional stability and their physical skills. In addition, they appear to identify to a greater extent with their status as a gifted teenager, the characteristics that are associated (the talent, the « gift », etc.) and the feelings of being different which result from it. On the contrary, girls highlight their efforts to fit in with their peers as well as to meet the demands of the school environment.