This research aimed to develop methods for differentiating instruction for gifted students in mainstream settings. Teaching students to think critically, solve problems, be self-assured, and collaborate in their learning experiences is an essential component of 21st century education. Additionally, teachers must be taught to meet the needs of children who require additional support and those who are advanced in their studies. In a qualitative research approach, the importance of addressing the needs of gifted students was examined. Eleven teachers were interviewed, and each provided one benchmark and one teacher-created assessment and one differentiated and one non-differentiated task from two of their gifted students. Data on students was gathered to examine and contrast the curriculum, growth, and mastery of talented children and to identify distinctions between differentiated instruction and whole group instruction. Thematic coding and task analysis resulted in four themes emerging from the data: (a) challenges exist during university preparation and classroom differentiation, (b) professional development with advanced and ongoing training is needed, (c) support is needed to differentiate instruction for gifted students, and (d) additional support is needed to determine and understand gifted students' needs. The findings indicated that training programs for new teachers must cover cultural competence preparation and cognitively demanding curriculum design and implementation to support the growth of gifted students. Future studies could examine how district and school leaders work with the teachers in their classrooms to address the needs of 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.]