This qualitative investigation into differences between intellectually gifted sixth grade students and sixth grade students in regular education programs was conducted with two questions as the focus: 1. Are there differences other than IQ between these two groups of students on a selection of school-related variables? 2. Are there sixth grade students in the regular education program who exhibit the same profile on the selected variables as do the intellectually gifted sixth grade students? An analysis of forty variables held by each of the 129 students in three Gifted Center Classes and two regular education classes indicated differences exist between the two groups in some areas other than intelligence. Students in the Gifted Center obtained significantly higher scores on five of the six Biographical Inventory Form U subtests, which measured academic performance, creativity, artistic potential, leadership and educational orientation. The results of the subtest Vocational Maturity were not significant. Differences in performance were noted on the SRA Achievement Series with the gifted students achieving higher test scores than regular education students. Both groups, however, scored commensurate with measured abilities as indicated by the Educational Ability Score (EAS). Report card notations indicate that gifted students are more respectful of authority, more courteous, more respectful of property and exercise more self-control than students in regular education programs. On a Moreno sociogram, results were significant in only one category. Gifted students were more readily selected by peers as students preferred to study with than students in regular education programs. The discriminant analysis indicated that 100% of the intellectually gifted students were placed or identified properly. Six students or 10.5% of the population in the regular education program exhibited profiles similar to that of the intellectually gifted students. / Ed. D.