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This study examined a new form of pervasive gender inequality: the gender gap among high achievers inmath and considered its implication for developing STEM talents. Using the cross-nation Programme for International Student Achievement (PISA) data from both 2003 and2012, we examined the mathematics gender gap among15-year-old high achievers across ten countries/regions.We showed a consistent male advantage among the topperformers in mathematics. Follow-up regression analyses revealed that the gap was associated with some socio-de-mographic and schooling/attitudinal variables, even after controlling for the background variables. We argue that education communities should acknowledge and address this form of gender inequality, as it could have ramifica-tions for the science, technology, engineering, and mathe-matics (STEM) education pipeline. Educators and societyin general still face challenges in closing the gender gapamong high achievers in math with an aim to develop agender-balanced STEM talent pool.