Gifted learners in one rural middle school have shown signs of underachievement, with 31% failing one or more subject areas. Due to 100% of these students meeting all standards on the Criterion Reference Competency Test (CRCT), a disparity exists between their classroom achievement scores and standardized test scores. The purpose of this qualitative intrinsic case study was to explore the perceptions of teachers and parents regarding the effectiveness of instructional strategies being used to instruct adolescent gifted learners within the regular education classroom and to determine possible reasons for underachievement. The conceptual framework for this study included Vygotsky's sociocultural cognitive theory and Bloom's cognitive taxonomy. A qualitative typological analysis was used to identify common themes in four areas: perceptions of the gifted program, motivational strategies, challenges teachers face when differentiating instruction for gifted students within the regular education classroom, and parental involvement. The findings of this study revealed that teachers were in the beginning stages of providing a differentiated instructional plan to the gifted, but in order to fully meet student needs, further avenues such as grouping students by ability and providing enhanced professional development for teachers needs to be explored. This study can influence social change by supporting teachers in identifying new and innovative curriculum that will challenge and motivate gifted students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]