Adolescents' dialogues with friends and classmates about their academic performance constitute a central arena of self-disclosure for developing teenagers. Yet researchers have generally limited the range of their study of academic self-disclosure to gifted students. This study brings together the literature on self-disclosure, academic achievement, and adolescent development to elucidate the overlapping elements at play in adolescents' everyday decisions to talk about their academic performance. With an ethnically diverse sample of San Francisco Bay Area ("Silicon Valley") 10th and 12th graders, the authors developed a 12-scenario instrument specifying both interpersonal context (attraction/friendship) and relative-intelligence relationship (more, less, or equally smart), querying degrees of academic self-disclosure associated with these contexts. The results indicated that self-disclosure was highly (positively) influenced by the achievement level of both the discloser and listener, modestly influenced by friendship versus romantic interest, and influenced in anticipated directions by gender and age.