This phenomenological study explored the lifeworlds of 27 academically advanced elementary students in three very different schools that endeavored to meet their diverse needs. Schools that had established formal social and emotional structures were found to have student populations far more accepting of diversity. As a result, academically advanced students at these schools who participated in the study were able to form positive relationships with peers without resorting to maladaptive types of social coping strategies. The findings of this study illustrate that the social and emotional support and development provided for gifted students in school settings are likely to be as important as their academics.