This study uses an ethnographic design to discover the patterns of behavior in selected teachers of the gifted as they guided children's independent studies. The research developed in two major phases; phase one suggested hypotheses and properties which were revised, tested, and verified in the second phase. A theoretical model of the roles of the teacher of the gifted is presented and possible applications of the research are suggested.Much research dealing with personality characteristics of teachers of the gifted can be found in the literature. The most usual modes of the studies are intelligence testing and student ratings of the teachers (Bishop, 1967;Milgram, 1979). Several authors have suggested desirable traits for teachers of the gifted (Gowan & Bruch

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