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Our first research question considers whether perfectionism is more frequently observed among gifted than among non-gifted students. It could be argued that in the absence of stimulating school work, chasing absolute perfection is a way for high ability students to create their own challenge. On the other hand, the superior cognitive maturity of gifted students could also work protective against psychological maladjustment. To date, empirical evidence on the issue has been inconclusive, with studies finding both higher, lower or equal levels of perfectionism among gifted compared to nongifted students. However, in these studies the gifted sample usually is drawn among participants in specific programs for the gifted, who may not be representative for gifted students in general. In this paper, we study the incidence of perfectionism among gifted and non-gifted students using data from Wave 1 of the TALENT-study (2017), a longitudinal survey among 3,400 Flemish students from Grade 7 (average age: 12.4 years). Selection bias was avoided by including all students in the participating schools in the study. Cognitive ability of each students was measured using a test measuring fluid and crystallized intelligence), while perfectionism was measured using the Multidimensional Perfectionism Scale (Frost et al., 1990). On top of a comparison of perfectionism among groups of different cognitive ability, the effect of a previous identification as gifted is investigated. Our second research question assesses to what extent the perfectionism of students is associated with the perfectionism of their parents. It has been argued that perfectionistic parents may translate their own high standards to their children, sometimes in a highly critical way. In this paper, we examine the association between perfectionism scores collected among students, mothers and fathers, and the possible mediation by the level of parental expectations and criticism as perceived by the children. Moreover, we consider whether parents of gifted students engage more often in highly critical parenting styles, due to the expectations they may hold for their exceptionally talented children. Our third research question considers the relationship between perfectionism and school burnout. In the literature, the striving for excellence and the setting of high standards (referred to as Personal Standards perfectionism) has often been distinguished from a excessive concern over mistakes and self-criticism (referred to as Evaluative Concerns perfectionism). A recent meta-analysis (Hill & Curran, 2016) suggested that in the domains of both work and sports, especially Evaluative Concerns perfectionism strongly predicted burnout (manifesting itself through exhaustion, cynicism, and a sense of inadequacy). However, evidence from the educational domain was reported to be rather limited. In contrast, Personal Standards perfectionism has been found to enhance engagement. Hence, in this paper, we will assess how both dimensions of perfectionism relate to school engagement resp. school burnout, measured with the Schoolwork Engagement Inventory and the School Burnout Inventory. Again, we will consider differences between gifted and non-gifted students in the strength of these relationships.