Utilizing Marsh's frame of reference theory, this article seeks understanding about boys' perceptions of giftedness and how academic and social self-perceptions are influenced by gender and ability practices. The literature proposes that gender and ability perspectives influence how boys construct their self-perceptions and how teachers develop stereotypes of male students who are identified as gifted and talented. The findings reveal that the conceptualizations of giftedness contribute to gifted boys developing healthy self-perceptions and influence the complexities of instructional design for gifted learners. The findings also suggest that schools should encourage spaces for students' voices to be heard through inclusive curriculum design.