This study explored latent profiles of motivation, attitudes toward learning, and well-being in school among high-ability Grade 6-students in Sweden and examined how these profiles relate to academic achievement and socio-cultural background. Data were drawn from a nationally representative cohort (N = 9775) in the longitudinal study Evaluation Through Follow-Up (UGU) and from Statistics Sweden. High-ability students (n = 523) were identified as the top 10% scorers on a cognitive assessment test. Latent Profile Analysis based on self-reported measures of intrinsic and extrinsic motivation, attitudes toward learning, and cognitive, social, and psychological well-being identified two profiles: one profile characterized by high motivation and well-being (85.2%), and one profile characterized by lower motivation and attitudes toward learning, as well as lower cognitive well-being (14.8%). Psychological and social well-being and socio-cultural background factors were non-significant. The findings highlight the heterogeneity within the high-ability student population and underscore the importance of considering both motivational and contextual factors in supporting high-ability students. Educational implications and future research areas are discussed.