This qualitative study determined the behaviors and strategies used by 12 high potential, middle school students when they did not feel challenged in school. Teacher reaction to these behaviors was also documented. Data analysis revealed that these students engaged in the following behaviors: (1) selective attention, (2) focused curricular involvement, (3) involvement with others, (4) participation in extracurricular activities, (5) and lack of effort/selected effort. Few teachers associated these behaviors with a lack of challenge, and those that did recognize the behaviors did not attempt to differentiate the learning process for the students. Discussion focuses on the nonconstructive characteristics of most of these student behaviors and difficulties of providing differentiated instruction in heterogeneous groups. (Contains 31 references.) (Author/DB)