Early life experiences can powerfully impact attitudes toward learning and later achievements in education. The chances for optimal development of children with special needs, including the gifted and talented, can be enhanced with identification and intervention at an early age. This paper reports on investigations into the lives of five gifted kindergarten students utilizing a case-study methodology, which yielded themes relating to intellectual, achievement, social, affective, physical, aesthetic, and creative domains (discussed in Part I, published in Roeper Review, volume 26, pp. 192-207). This paper, Part II, will discuss parental and teacher influences. [For part I, see EJ698583.]