According to the federal government, intellectually gifted students should be provided the opportunity to experience a challenging curriculum. School districts have the responsibility of identifying talented students and providing them with learning experiences at or above their grade level as well as implementing professional development opportunities for teachers servicing them. What is not included in this legislation are specific provisions and a curriculum providing for the social-emotional well-being of students within the program. Many students with this designation have under-developed social-emotional skills. Parents and teachers are often at a loss as to the reasons these learners do not perform at levels commensurate with their abilities. As a result of this deficiency, IG students may experience issues with boredom, frustration, not being able to "fit-in," underachievement and a poor self-image. When IG students are correctly identified and challenged with a stimulating curriculum, there still may be the underlying issue of the need for an additional curriculum to address social-emotional learning. IG teachers receive extensive training on the academic and social-emotional needs of this demographic, however general education teachers and other staff members do not. Teachers are often not well versed in the characteristics of IG students and are not sure how to manage their emotional and social issues. The purpose of the mixed-methods study was to analyze how effectively we identify and address the social-emotional learning needs of intellectually gifted children and make recommendations on how to best address their specific needs. The study conducted by the researcher produced three findings. The first finding collected data from teachers and administrators that concluded there is inadequate professional development provided by the district to assist them in meeting the social-emotional learning needs of gifted children. It was also revealed that parents and teachers are aware of the differences in the social-emotional development of intellectually gifted children. Additionally, the research also disclosed that parents and teachers are not aware of the effect their perceptions and expectations have on the psychological development and well-being of intellectually gifted children. Although this study covered a small portion of the intellectually gifted community, it does present the importance of securing an affective module to meet the needs of these students specifically. The advantages of this far outweigh the negative and it would be beneficial to include additional research on how an affective module can assist this underserved population. [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.]