This study investigated the association of well-being at midlife in the top 1% in mathematical ability and skipping one or more grades in high school (study 1) and advanced and enriching pre-collegiate STEM learning opportunities beyond the norm in high school (study 2). Subjects scored in the top 1% in mathematical ability at or before age 13, and were followed-up at age 50. Outcomes included positive affect, negative affect, life satisfaction, psychological flourishing, career satisfaction, relationship satisfaction, core self-evaluations, and health at age 50. Confounding background covariates (including ability, SES, and motivation at age 13) were controlled for using (generalized) propensity score matching. Most well-being outcomes did not show any statistically significant differences between accelerants and non-accelerants; both groups reported positive well-being and good health. If differences were found, they favored the accelerants.