The purpose of this study was to examine the social and emotional consequences of the inequity of access to gifted programs in the United States’ school system. To complete this study, we used a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method to conduct a systematic review about the following research questions: What are the social and emotional impacts of gifted programs? What are the positive social and emotional impacts of gifted programs? What are the negative impacts of gifted programs, especially for students who are not in the programs? Both quantitative and qualitative studies were included, as well as peer reviewed scholarly articles relating to consequences of the gifted program. The findings from five research studies included negative social and emotional consequences of gifted programs. Research indicates that there is inequity in access for students of color. Furthermore, research shows that students in gifted programs experience perfectionistic tendencies. Students excluded from gifted programs experience an elitist environment and lower self esteem. In addition to negative consequences, there were also positive aspects of the access and opportunities for selection into gifted programs including an elevated motivation in gifted students and heightened time management skills from the increased rigor in coursework.