The purpose of this qualitative descriptive study is to explore educators' descriptions of gifted learners' academic abilities and gifted behaviors (above average abilities, task commitment, creativity, and gifted behaviors in the classrooms) when completing academic tasks in the Western and Midwestern regions of the United States. The study's conceptual model was Renzulli's Three-Ring Conception of Giftedness (1978, 2005) which provides educators with interweaving supports for gifted learners. The research questions were: how do educators of gifted learners describe gifted learners' above-average abilities, task commitment, creativity, and gifted behaviors when completing academic tasks in the classroom? How do educators describe and implement the teaching of gifted learners with above-average abilities, task commitment, creativity, and gifted behaviors to support academic tasks? The sample included 12 educators working with gifted learners. This study used a qualitative descriptive design to gain an in-depth description of educators' views of gifted learners' academic and behavioral abilities. Data collection was comprised of semi-structured interviews and classroom observations. Data were analyzed using manual coding. Thematic analysis was utilized to identify common responses from participants and followed Braun & Clarke's (2017) steps. Four themes emerged from the study: curriculum integration, environmental structure, social-emotional and behavioral, and academic behaviors. The study added to the existing body of knowledge on educators' descriptions and the support gifted learners need to increase their academic and positive behavioral abilities. [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.]