The study of psychosocial skills is conceptualized in the field of gifted education as part of the talent development paradigm, and most terminology associated with the study of psychosocial skills is done within the framework of the talent development megamodel. Although critically important in the development of talent, empirical research on psychosocial skills as framed within the talent development paradigm is limited in the field of gifted education and more research is needed. In this paper, I present six points to consider in conducting research on psychosocial skills associated with talent development, and in particular, academic talent development. The six points are presented with an emphasis on examining ideas behind the questions of under what conditions, when, and for whom.