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Abstract: The article analyzes the results of the study of specificity of self-attitude of intellectually gifted pupils and its interconnection with the components of self-consciousness of a person. The empirical research uses a set of methods meant to identify intellectual giftedness and the study of self-attitude of intellectually gifted and average adolescents at the conscious and subconscious levels, and the study of indicators of self-consciousness of the pupils under test. In the course of the research it has been found that intellectually gifted pupils have higher self-respect and self-understanding on the conscious level of self-attitude and, however, their level of self-blame is also higher, and on an unconscious level – a lower level of self-acceptance. Intellectually gifted boys have higher auto-sympathy than intellectually gifted girls do, and higher indicators of self-respect than their peers. The self-attitude of intellectually gifted pupils compared to averagely gifted ones often has a conflict nature; it mostly refers to intellectually gifted girls. Self-consciousness of intellectually gifted pupils with a positive character of self-attitude has qualitative differences from the consciousness of the gifted pupils with a conflict character of selfattitude: intellectually gifted senior secondary school pupils with conflict self-attitude have lower indicators of aspiration level, their self-image is more controversial, the level of tension of psychological protection is higher, their self-esteem is of a protective nature and is in most cases inadequate. The revealed differences suggest that the nature of personal self-attitude interrelates with the components of selfconsciousness of intellectually gifted pupils. The obtained results can be used for the preparation of scientific-methods materials for work with gifted children.