This qualitative study examined personal (socio-emotional, linguistic, and cognitive aspects) and cultural characteristics of 12 high ability, Hispanic, bilingual students in an urban elementary school, their educational experiences, and their home, school, and community environments. Case study research methods, including ethnographic interviews, participant observation, and document review, were employed to gather and analyze data. An in-depth description of each high ability, Hispanic, bilingual student provided a better understanding of his or her affective needs, interests, and abilities, as well as the school and home factors that supported academic achievement, talent development, and bilingualism. The home and school environments of the participants played essential roles in their socio-emotional and cognitive development. Due to the young age of the participants, parents', teachers', and significant others' attitudes, behaviors, and decisions, rather than willingness or personal motivation, appeared to determine the participants' development of talents and bilingualism. The home factors identified as influencing participants' cognitive and linguistic development were emotional support and family values emphasizing respect, education, and personal growth. Three major school factors supported academic achievement and talent development: safe school environment, flexible grouping, and English support. (Contains over 100 references.) (Author/CR)