ABSTRACT
Underachieving gifted students often frustrate and confuse their teachers. Underachieving behaviors are often noticed for the first time when students are in middle school. Effective interventions to help reverse the trend of underachievement in gifted students have been inconsistent and inconclusive. Most recently, the Achievement-Orientation Model has been used as a theoretical foundation for developing interventions to address gifted students' underachievement. Gifted and general education professionals are likely to have differing levels of knowledge about gifted underachievement. General education teachers need fundamental knowledge about gifted education before tackling the issue of underachievement. Professional learning on gifted underachievement can provide valuable insights into why students underachieve and help teachers reframe how they see these students, as well as gifted students in general.
