The purpose of this paper was to investigate how teachers work to lead and motivate high-performing students, and how these students were defined. The method used was qualitative, more specifically an interview, which was then analyzed with a thematic analysis. Six teachers participated in the survey, and what emerged was that high-performing students were often ambitious, structured and social students. High performing students were also characterized by the fact that they needed challenges, attention and positive feedback on their performances, otherwise they ran a risk of not performing. Structure was also important for the teachers themselves, that they had a goal when teaching and a way of achieving that goal. The most important thing for students, to perform as well as possible, is that they are secure in themselves, get attention, have high ambitions and clear objectives. This increases their self-esteem and their chances of getting a higher grade increases. Self-esteem also depends on which subject you are governed by. If success motive predominates, you put up high, but realistic, goals and pick up positive experiences to enhance your self-image, while if you are controlled by avoiding defeat, you try to avoid risks by setting low goals. It is also important that the desire does not take the upper hand, because of the risk of students burning themselves out. In many cases the resources and priority goes to those who have it more difficult in school, but resources are also needed for high-performing students, otherwise there is a risk that they might lose interest and motivation.