Gifted students with spatial strengths have areas of remarkable talent but are often overlooked, underidentified, and underserved in American schools. Their preference for learning through imagistic reasoning conflicts with traditional verbal instructional techniques typically used in schools. To better serve these students who have the potential to be leaders in the fields of engineering, physics, and mathematics, it is important to develop an awareness of their learning patterns and problem-solving processes. The purpose of this case study was to examine, understand, and compare patterns of response in six students, three with spatial strengths and three with verbal strengths, as they solved spatial problems, responded to questions about their preferred learning style, and indicated their instructional preferences. A qualitative research design used structured interviews and observations to investigate the learning preferences of fourth-grade students with spatial strengths and to contrast their patterns of response to students lacking exceptional ability in spatial reasoning. Based on the selective coding, visual ideation, innovation, and holistic processing emerged as predominant themes in this research.