This study explores how elementary gifted learners, through the use of fidget strategies, self-regulate levels of attention to increase focus and decrease inattentiveness in the gifted support and general education classrooms. Gifted learners may often be overlooked in areas such as self-regulation and explicitly taught strategies because they typically have higher than average grades and are not often disruptive with their behavior in the classroom. The significance of this research was to provide gifted learners at the elementary school level an understanding of self-regulation skills using fidget strategies they could easily incorporate on their own to increase their focus in the academic setting. The student sample of participants for this study consisted of elementary gifted learners. The researcher conducted a qualitative case study to explore gifted learners' perceptions about the use of fidget strategies. The gifted learners participated in a pre-intervention interview and demographic survey, a month-long intervention period with a weekly journal reflection, and a post-intervention interview. The participants' perceptions were that fidget strategies helped them focus in the gifted support and general education classrooms. Unintended outcomes included that some participants felt calmer and less stressed when using fidget strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]