The purpose of the study was to determine the characteristics of the outstanding skills students in third through fifth grade in relation to age, sex and associated variables. The research was performed in three public schools in Mexico City, Mexico. We used an intentional non-probability sample, the trial included 670 children (Medad = 9.18, DE = .997), 356 women and 314 men; 24 teachers, 21 women and 3 men (Medad = 43 years). We applied the Raven Progressive Matrices Test, Torrance Test of Creative Thinking, Task Commitment Scale, Academic Self-concept Test and Nomination List. 34 children were identified with outstanding profile, because they obtained scores above the 75th percentile in at least three of the five tests, which were divided into three groups according to the number of variables with higher estimates. The Mann Whitney U test showed no differences between variables with respect to sex, we observed older children were more creative. The Kruskal -Wallis test reported significant differences amongst the three groups in creativity, task commitment, academic self-concept and teacher nomination. The Spearman correlation showed significant positive associations between age and creativity; and task commitment to academic self-concept. We conclude outstanding students are part of heterogeneous group, so it is necessary to evaluate them with different variables to determine their educational needs.

intelligence; outstanding students; primary education; Mexico