The study examined differences in the classroom grading procedures of 91 preservice teachers for labeled versus nonlabeled gifted students. Ss were randomly assigned to one of three conditions: nonlabeled, labeled achiever, or labeled underachiever. Ss were given packets containing student writing samples and were asked to score the papers holistically (ranking a group of papers on general merit). Differences between the gifted achiever and the gifted underachiever were nonsignificant, as were the differences between the labeled and nonlabeled condition. Findings indicated that the label gifted (either achiever or underachiever) did not significantly affect grading. Recommendations are made for future research. (CL)