Experiential correlates of superior intellectual functioning were examined, using a peak performance paradigm. The construct, “peak performance,” is identifiable and measurable and refers to a superior level of functioning, irrespective of type of activity. A tentative topology of peak intellectual performance was based partially on the retrospective self-reports of 21 adult respondents and a factor structure of peak performance reported by 120 adults. These respondents identified spontaneity, clear focus on self, an identifiable recognition of self, peak experience, and fascination as key discriminators of the peak intellectual performance. Similarities and significant differences between peak intellectual performance and other optimal functioning were examined. Implications for teaching and learning were considered.
