Samples of 61 intellectually gifted and 122 non‐gifted high school students in the age range of 12‐15 years were compared on four aspects of decision‐making ability: metacognitive knowledge about decision making; use of efficient decision search strategies; probability “tuning”; and self‐reported decision‐making style and self‐esteem. The study drew on Sternberg's (1985) “triarchic” theory of intelligence for an analysis of the decision‐making abilities of the gifted students. It was found that intellectually gifted adolescents had superior metacognitive knowledge; were faster in making decisions; made greater use of efficient search strategies; were better at “tuning” information about probabilities; and reported a more competent decision style than non‐gifted adolescents. The findings were interpreted as evidence of both quantitative and qualitative differences in die decision‐making abilities of gifted and non‐gifted adolescents. Similarities between the abilities of intellectually gifted adolescents and decision‐making experts are noted. Further research, using Sternberg's model as a basis for selectio