GiftedlLD and AveragelLD middle school boys in grades six through nine were compared on the ways they cope with difficult school situations. Both groups completed the Coping Resources Inventory (CRI). The students were then interviewed individually and asked t o share h o w they handled the situations presented in four scenarios. The scenarios depicted difficult school situations which learning disabled students often face. T h e situations included difficulty with testing even when the information i s "known." inability t o organize oneself, slow reading rate. and problems with handwriting. Students were also asked to rate their success in handling these situations. The interviews were taped and transcribed, the responses were then coded. Profile Analysis was used to analyze the CRI data, a M A N O V A was used t o compare coping strategies, and Chi Square to compare h o w they felt they handled the scenarios. No differences were found on the CRI. Significant differences were found in the actual strategies the groups reported using t o cope with school difficulties. The gifted/ LD students reported significantly more Planful Problem Solving, while the average/LD group reported more Distancing, Escape Avoidance behaviors, and Helplessness. There were n o differences in the groups' reported feelings of success in coping. Recommendations were made for the direct teaching of Coping Strategies, Parental Involvement and Counseling Programs. Gifted education is currently undergoing a paradigm shift which is redefining the nature of "giftedness." This shift is expanding our awareness of the range of human potential to include individuals whose gifts have previously gone unrecognized (Whitmore