Experts in the field have had a difficult time finding a conclusive set of attributes of high-quality gifted teachers using collaborative technology. The purpose of this multiple, exploratory case study was to examine the views of selected educators regarding the teacher characteristics and technology most relevant to the development of shared thinking and collaboration in the independent study process of gifted K-12 students. This study examined the problem from the perspective of three professionals who are an integral part of the independent study process: the gifted teacher, the educational technology specialist, and the library media specialist. Their perspectives give us a full picture of both the attributes of a high quality gifted teacher and the most appropriate technology tools for collaboration and shared thinking. This study found the success of technology integration is based solely on the teacher who supports the students as an ally, remains adaptable to changing situations, builds a well-defined learning architecture, aggregates resources, and promotes autonomy. The results of this study show that the attributes of a high quality teacher are also similar to the characteristics of a servant leader: listening to students, empathizing with their needs, healing their hearts, being aware of what is needed, persuading students to become lifelong learners, committing to their growth, and being a steward of their time, talent, and resources. The teacher acts as an architect, building a learning structure based on both foresight and conceptualization. The study also uncovered the roles of the teacher using technology to support gifted students in the independent study process as well as the most recommended technology tools. Collaboration and shared thinking may take place through a variety of technology tools, such as web-based file hosting, web-based office suites, social networks, social bookmarking, and VoIP. The results of this study can be used to identify the attributes of servant teachers, who are also highly qualified gifted teachers, and cast a vision for developing technologically rich classrooms where teachers meet the unique learning needs of all students, and particularly gifted students, through independent study and collaboration with others beyond the walls of the classroom. [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.]