The literature on the emotional adjustment of intellectually gifted adolescents and the literature on adjustment of students admitted at younger than normal ages into college are reviewed. The review on gifted adolescents is divided into the following sections: background (acceleration in elementary and secondary grades); personality and adjustment of gifted adolescents; objective personality measures; projective measures of adjustment; miscellaneous measures of adjustment. The review on adjustment of accelerated students in college is organized into the following sections: academic performance; socio-emotional adjustment; the Fund for the Advancement of Education Study (1957); the study of L. Pollins (1983); the study of N. Robinson and P. Janos; and the study of D. Keating, S. Wiegand, and L. Fox. The research indicates that younger-than-average students have few adjustment problems in college and that, for the most part, those problems are overcome with increasing maturity. The lack of a theoretical model and the moderate methodological quality of the research suggest the need for rigorous hypothesis testing and inductive theory building. Questions (such as possible sex differences in college adjustment) are posed for further research. (DB)