This report investigates the lack of services provided to gifted students with attention and/or behavior problems. Issues addressed include: characterizations of gifted children and the resulting prejudice against gifted children who do not meet a certain profile; the similarities among characteristics of high ability/creative children and students identified with emotional/behavioral disorders or attention deficit hyperactivity disorder; the dissonance between the gifted individual and the attitudinal environment of the school; elements in the school environment that are possible contributors to students' behavioral and learning challenges; the underachievement of gifted students; the lack of identification of gifted students who have disabilities; the tendency of educators and others to rely on distinctions among populations of children and youth, and to ignore the similarities that may exist; and the tendency of teachers to be predisposed to view negative characteristics of children and youth as indicators of behavioral disabilities, rather than as potential signs of creativity or advanced learning ability. Important implications for understanding the rationale to include students with behavioral challenges in gifted programs are provided, as well as recommendations for inservice and preservice teacher education, and considerations regarding interventions, curriculum, and adaptations in the general school environment. An executive summary is provided. (Contains 60 references.) (Author/CR)