The purpose of this study was to compare the school intrinsic motivation and perceived competence of gifted and regular students. To this end, 135 elementary school French-Canadian students (Grade 4 to Grade 6) compteted Harter's Intrinsic/Extrinsic Orientation Scale as well as the Cognitive Perceived Competence Scale. Results indicated that gifted students perceived themselves as being more competent and intrinsically motivated toward school activities than regular students. No gender effects were obtained. These results provide support for Deci and Ryan's (1985) cognitive evaluation theory, and the use of this theory in future intrinsic motivation research within the realm of education is recommended.