This study explored the relationship between accelerated coursework and the post secondary enrollment patterns of secondary gifted students in Georgia. Using chi-square tests of independence, the research examined differences in matriculation rates among students participating in Advanced Placement (AP), Dual Enrollment (DE), or a combination of both. Binary logistic regression analyzed the predictive influence of accelerated coursework on enrollment outcomes. The findings showed no significant difference in matriculation rates for gifted students exclusively in AP (65.7%) versus DE (50.0%). However, gifted students who pursued both AP and DE courses exhibited higher rates of enrollment (77.4%), suggesting a combined benefit from diverse accelerated coursework. Furthermore, logistic regression indicated that for every course enrollment increase in AP course enrollment, the odds of post-secondary matriculation increased by 21% for gifted students, holding all other variables constant. These findings align with prior studies underscoring the role of rigorous academic preparation in enhancing college readiness. By highlighting the impact of advanced coursework, this study provides valuable insights for gifted students, their families, educators, counselors, and policymakers seeking to assist students toward successful post-secondary matriculation.