This study looked at teacher and administrator perceptions of the high-stakes policy environment on the influence of teaching gifted and talented students through the lens of systems theory. The national accountability standard of NCLB created a previously unmatched standard of accountability for student performance through high-stakes testing. This law formed standards of improvement for public schools designed to promote school practices and environments that ensure the success of all students, with an enhanced emphasis for those students considered "at risk" (NCLB, 2001). While some gifted classrooms flourished under NCLB, others did not and have not under ESSA (Tofel-Grehl, Feldon, & Callahan, 2018; Fisher & Frey, 2012; Hertberg-Davis, & Callahan, 2008). For example, NCLB was designed and implemented to benefit all students by systematically pushing all public schools towards "on grade level" success. However, those students achieving above grade-level have not been effectively addressed by NCLB (2001) or subsequent legislation such as ESSA (2015). Despite touting that all students benefit from NCLB, or all students can succeed with ESSA, schools often focus on addressing students who are below achievement level instead of those achieving above grade level (ESSA, 2015; Kaul & Davis, 2018; Moon et al., 2003; NCLB, 2001; Scot et al., 2009). The purpose of this case study was to explore teacher and administrator perceptions regarding how the current high-stakes policy environment has influenced the teaching of gifted and talented students within a low performing school engaged in academic improvement. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]