The role of interaction and the importance of relationships with peers and significant others in the development of gifted adolescent girls' self-perceptions of ability are explored. Findings are based on a qualitative study which utilized participant-observation, interviewing, and artifact collection in one middle school. Ten girls (grades 6-8) were observed in the classroom and the gifted resource room. Data was continuously analyzed and relevant domains organized into taxonomies. The results of this study indicate that gifted girls use social interaction to determine the quality and acceptability of their achievements and to determine, through social competence, the extent of their abilities. Among conclusions drawn was that inadequate understandings of the components of giftedness caused teachers to communicate expectations perceived by the girls as confusing and unfair. (Author/CL)