Most departmental policy statements on the education of gifted and talented students recommended their retention, where possible, in mainstreaming classes in neighbourhood schools. The educational experience in such classes, of 14 students identified as academically gifted by their teachers, was investigated using a case study approach. Their cognitive style was studied by reference to information processing strategies as revealed in Wechsler Intelligence Scale for Children - Revised (WISC - R) subtest scores. Interpersonal and communication skills were investigated through classroom observation and structured interviews. The theories of deviance and authority were applied in interpreting this data. Results indicated relationships between students cognitive style and teachers identification methods, and between students cognitive style and their school satisfaction. Sex differences in teacher response and student interaction were also noted.