What students believe about the nature and role of mathematics is critical to their learning of mathematics, as negative beliefs stunt children's curiosity about mathematics and cause student motivations to learn mathematics to be based on grades and other extrinsic motivators (Howley et al., 2005). For meaningful learning to take place, students must have access to a challenging, process-based curriculum that is differentiated for their learning needs and exposes them to the authentic behaviors of a mathematician so that they can form deeper understandings of mathematics concepts and the nature of mathematics. At this point in time, no controlled studies have been completed that explore the effects of the use of self-paced, challenging, process-based curricula on talented students' beliefs about mathematics. This research seeks to establish whether there is a relationship between students' beliefs about mathematics and their images of a self-paced, challenging, process-based curriculum. A nonexperimental, survey research design was employed. The respondents are 39 gifted sixth grade students from a large suburban district in Southeast Florida which had adopted the "Elements of Mathematics: Foundations" ("EMF") curriculum for its most talented middle school mathematics students. Overall, these talented students expressed positive views of mathematics. They strongly agreed that mathematics is thought-provoking, makes a unique contribution to human knowledge, connected to the real world, and supports many different ways of looking at and solving problems. The students found "EMF" to be gratifying and challenging. Most reported that "EMF" better prepared them for high school and college mathematics courses than an accelerated, traditional curriculum and that "EMF" improved their self-study skills, ability to analyze complex problems and focus for extended periods of time, and confidence with respect to challenging programs.