A greater understanding of students identified as gifted, and the unique social, emotional and behavioral issues they may face is a pivotal element of a comprehensive school counseling program. While numerous conceptual publications have devoted attention to the social, emotional, and behavioral issues of the gifted student, little has been written describing elementary school counselors counseling practices with students who are gifted. Therefore, the purpose of this basic qualitative study was to explore the day-to-day experiences of elementary school counselors working with gifted students within their comprehensive school counseling program. The American School Counselor Association (ASCA) National Model provided a framework the study. The elementary school counselor sample consisted of five females who identified their cultural group as Caucasian/White with school counseling experience ranging from 2 to over 20 years of experience. The setting of the study was one school district in Ohio. Data collection consisted of descriptions provided by five participants through individual semi-structured interviews. Data analysis followed the steps set forth by Braun and Clarke (2006) where five findings emerged. The findings included: (1) commitment to intentionality and accountability, (2) collaboration, (3) knowledge, training, and professional experience, (4) identifying students' nonacademic barriers to learning, and (5) core curriculum and small group effectiveness. The findings from this study may serve to assist elementary school counselors' counseling practices with gifted students. [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.]