Qualitative cross-case methodology was employed to explore the experiences of two gifted students with cerebral palsy. The following questions were investigated: (1) In what ways do these students show their intellectual abilities? and (2) What instructional strategies or techniques were especially beneficial in developing these abilities? One student was in a self-contained gifted program at the elementary level; the other in regular and college preparatory high school classes. Data collection occurred over a 3-year period and employed participant observation, interviewing, document analysis, audiotaping, and videotaping. The subjects demonstrated such characteristics as advanced academic abilities, broad base of knowledge, quickness of learning and recall, sophisticated sense of humor, curiosity, insight, maturity, desire for independence, and use of intellectual skills to cope with their disability. Instructional variables conducive to skill development included willingness of teachers to accommodate for their disabilities, mainstreaming with nondisabled students, individualization and opportunities for student choice, hands-on experiences, development of thinking skills, simulation, thematic instruction, and high-level discussion. Four assertions emerged from the cross-case analysis: (1) the difficulty in expressing and recognizing indicators of giftedness; (2) the differential impact of classroom atmosphere, structure, and instructional activities; (3) the influence of integration into regular classrooms; and (4) barriers which students must overcome to reach their goals. Appendices include samples of one student's poetry and suggestions for parents. (Contains 48 references.) (DB)