The purpose of this phenomenological qualitative study was to explore how academically gifted eighth graders experience learning, with special attention to learning and classroom preferences. Twenty-three students were interviewed individually. The central phenomenon was that their learning preferences were complex, nuanced, and idiosyncratic, and reflected sensitivities associated with giftedness. Fundamental to their learning experience was the classroom teacher's personality, competence, accessibility, and concern for students. Among contributions to the literature are perspectives that gifted youth at this age appreciate being able to hear varied perspectives in groups, their learning preferences are domain-specific, their sensitivities seem to affect classroom preferences and homework needs, they are concerned about public error, and they do not necessarily want teachers to know about their personal lives.Learning style is "the way an individual processes, interacts with, and retains new or difficult information" (Rayneri, Gerber, & Wiley, 2006, p. 105). Here, style refers to preferred learning mode, often organized by scholars and practitioners into three basic categories: auditory, visual, and kinesthetic. According to Lamarche-Bisson (2002), these differences affect "how we learn, how we solve problems, how we work, how we participate in different activities, how we react in a group, and how we relate to others
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