In this digest the problem of underachievement among gifted students is examined. Gifted underachievers manifest three behavior patterns in the school setting: non-communication and withdrawal, passive compliance, and aggressive/disruptive behavior. Gifted underachievers have been identified in greater numbers recently. Some of the causes of underachievement include lack of motivation, values conflicts, lack of environmental nurturance of intellectual potential, developmental delays or chronic poor health, specific disabilities, and specific or general academic skill deficits. Educational programing should address three critical areas: (1) an understanding of the nature and problems of being gifted; (2) development of constructive ways to cope with conflict and frustration caused by the gap between cognitive ability and performance level; and (3) development of a healthier, more realistic self concept and higher self esteem. To be effective, programing should feature challenging and meaningful curriculum, maximum opportunity for inquiry and creativity, a compatible peer group, and support services. (CL)