Caregivers play an important role in the development of talent in high-potential children, however, limited research exists on their observations and perceptions of their child's development. The purpose of this exploratory study was to examine caregivers' perceptions of the social and emotional characteristics of gifted children in grades K-3. Semistructured interviews were held with a purposive sample of 11 caregivers of intellectually gifted children between the ages of 5 and 9. A thematic analysis revealed two overarching themes: (a) sensitivities and intensities, and (b) behaviors associated with challenges at home and school. Participants also completed questionnaires on personality factors and overexcitabilities. A hierarchical cluster analysis and k-means cluster analysis indicated that highly and profoundly gifted students scored higher in the five Dabrowskian overexcitabilities as well as openness to experience. Implications are discussed for research and practice.