Research on subjective well-being in childhood and adolescence is limited, even scarcer in the case of students with high abilities, whose lives are not lacking from challenges, frustrations, pressures and social disparities. Research has shown dissimilar and not extrapolable results on the well-being of children with potential or manifest academic talent. They are usually identified by their cognitive characteristics, creativity and outstanding performance when compared to their peers. However, they are still insufficiently understood because of their socioemotional characteristics and needs, and motivational aspects. This chapter, presented from the positive psychology approach, addresses some myths associated with the emotional and social dimension of gifted students, as well as their well-being. It seeks to relate intrapersonal catalysts of Françoyse Gagne’s Gifted and Talented Differentiation Model with Martin Seligman’s PERMA Model of well-being and to get closer to understanding how these acts in the deployment or flourishing of talent. The chapter includes empirical evidence of well-being in pre-adolescence from the perception of a group of students identified as academically talented in the dimensions of engagement, connectedness, happiness, optimism and perseverance. Going deeper into these aspects will contribute not only to encouraging scientific research regarding this group but also to generate a greater understanding for better coexistence and well-being.