This paper presents a case study of Aaron, a 9-year-old Australian gifted student who has exhibited an outstanding interest and knowledge in science and mathematics, while at the same time displaying unusual behavioral and learning characteristics typified by inconsistent performance of many routine tasks. Aaron attends a moderately sized parochial school and is enrolled in the enrichment program. The report includes perspectives from his parents and his teachers on his abilities, and analyzes his behaviors in the light of theoretical models of giftedness. Characteristics of the gifted are described, including their ability to analyze, synthesize, and evaluate newly acquired information, and their decontextualization skills in constructing solutions to new problems. The ability of gifted students to possess appropriate and necessary cognitive architecture to function exceptionally in one dimension, but not in others, is explained. Aaron's insight, creativity, and abilities in mathematical problem solving are also examined. The key strands of an intervention pull-out model for Aaron are described, which include expanding experiences, establishing a social environment, cognitive apprenticeship (which includes six teaching methods: focus, coaching, scaffolding, articulation, reflection, and exploration), development of affect, cooperative groups, and knowledge creation. (Contains 57 references.) (CR)