The purpose of this study was to explore general education teachers' perceptions of their experiences while implementing the Real Engagement in Active Problem Solving (REAPS) model. REAPS is an evidence-based teaching model for challenging and engaging gifted students in a variety of settings. Twenty-three teachers answered 7 semi-structured questions. Using a general inductive approach, three coders with extensive experience in education analyzed the data by conducting independent parallel coding. The core theme, Student-Teacher Involvement in the Process of Discovery, was identified as the teachers' perceptions of the REAPS model. The responses were in three main categories: (a) "Creating Meaningful Learning-Teaching Experiences," (b) "Bridging the Knowing-Doing Gap," and (c) "Increasing Learning Effectiveness." Each category included three to four identified subcategories to describe a specific phenomenon from teachers' responses. Discussion included the core theme and its relationships with the categories and subcategories. Ways to implement REAPS in classrooms and as a school-wide approach are discussed.