The identification and support of students with high mathematical potentials from socially underprivileged and marginalized groups is an important desideratum that is only gradually becoming the focus of research in mathematics education. Digital architectures can provide an important approach to this. This article presents three projects that open up opportunities in this area: “Digital Interactive Mathematical Maps” and “Digital Revolving Doors” as initiatives from Germany, and the “Intize Online Mentorship Program for mathematically gifted pupils” from Sweden. Summarized, impressions and participants’ evaluations indicate that digital environments have potential to provide important opportunities in improving access, engagement and learning outcome as well as fostering giftedness development in mathematics.