Children with gifted intellects often earn lower scores on measures of processing speed than their nongifted counterparts. However, neuropsychological research indicates such a profile of scores is likely not due to a true innate neurocognitive processing speed deficit but is rather a statistical artifact resulting from the interference of common cognitive and behavioral idiosyncrasies inherent to giftedness, such as perfectionism and an aversion to completing paper and pencil tasks. The first aim of this study is to identify and explain the relative underperformance of children with gifted intellects on measures of processing speed. The second aim is to develop a neuropsychologically informed framework for clinically assessing processing speed in children with gifted intellects using alternative measures from the WISC-V. Clinical implications are discussed as they relate to the relative disabling effects of common gifted-related idiosyncrasies on the expression of their otherwise intact neuropsychological capabilities.