This study of seven gifted female first-year college students (three African-American and four Euro-American) who had graduated from public high schools in rural south Georgia investigated their perceptions of their gifted programs in elementary and secondary school. Three data sources were used: a self-report participant questionnaire, follow-up interviews using structured open-ended questions, and a self-report skill assessment instrument. Findings indicated that influences regarded as most important occurred in students' elementary level gifted programs. Secondary programs were seen as minimal in influencing the decisions made about college programs and majors. Students also indicated that the most influential aspects of their secondary curriculum came not from gifted programming but rather from mentors through participation in informal educational opportunities. The study's implications suggest that gifted female students from rural backgrounds would benefit from such things as support of their interests in nontraditional subjects and careers, exposure to options using their perceived strengths, encouragement to reach out to experiences expanding their views of the world, assistance with broadening career and educational options, and help with continued development of personal identity. (Contains 21 references.) (DB)