Gifted children who do not achieve often have problems with motivation and socioemotional adjustment and may also have learning disabilities. This article examines factors such as attachment difficulties and maternal depression as these may contribute to underachievement. The article reviews past and current practices of gifted identification and argues that schools have an important role in the early identification of socioemotional problems and learning difficulties, as these can create barriers to learning and achievement. Although Gagne did include underachievers in his Differentiated Model of Giftedness and Talent, he has also argued that only achieving children should be included in academic talent development programs, and he supports a separate pathway for gifted underachievers. This article demonstrates that such a pathway can be achieved through an inclusive model for gifted achievers and underachievers. A model involves the early triaging of children through identification of giftedness, socioemotional problems, and learning difficulties. (Contains 1 figure.)