The production of a “scientific nobility” by the competitive entrance exam to the ENS and, upstream, during the two or three years spent in the “classes préparatoires aux grandes écoles” (CPGE) also produces a scholastic order that is not only social but also gendered. This article analyzes the mechanisms that reproduce these fiefdoms of scholastic elitism as a space of bourgeois and masculine sociability in relationship to the definition of scholastic excellence that prevails in this environment. It is based on a survey conducted over 2,270 students of scientific CPGEs. In these classes, the characteristics that define a good high school student are only necessary conditions of scholastic success, not sufficient ones. The latter can be found in a set of naturalized qualities that are associated with an ideology of gifted talent. This ideology is internalized by the students, and the scholastic pressure that characterizes CPGEs justifies it under the pretext of implying it.