Peru’s Colegios de Alto Rendimiento (COAR) represent a pioneering selective residential schooling model aimed at nurturing high-performance students from under-resourced conditions. Applying the Actiotope Model of Giftedness (AMG) and the Educational and Learning Capitals (ELC) framework, this study analyzes qualitative data from 18 COAR graduates to elucidate how educational (exogenous) and learning (endogenous) capitals interact to shape talent development trajectories. Findings reveal that social capital, particularly peer diversity and mentoring, and cultural capital, notably English proficiency and the International Baccalaureate framework, are the primary facilitators expanding students’ horizons and building resilience, overshadowing infrastructural capitals. Despite the inclusive scholarship model, critical gaps in vocational guidance, mental health support, and abrupt post-graduation social capital loss limit sustainable development. This study extends ELC research into Latin America, illustrating that in resource-constrained Global South contexts, social and cultural capitals can compensate for infrastructural shortfalls, while sole material investment is insufficient. The findings advocate shifting from selective containment toward longitudinal accompaniment through transition bridges, metacognitive instruction, flexible scholarships, and family engagement to ensure resilient, fulfilling trajectories. These insights offer actionable policy guidance for inclusive and sustainable talent development in under-resourced educational systems globally.
