Gifted students' development is asynchronous in the social, emotional, physical and cognitive domains. Because of this, unique interventions must be used by teachers of the gifted in order to best serve their developmental and educational needs. This qualitative study used transcendental phenomenology to examine and describe the experiences of teachers of the gifted with asynchronous development in their classrooms. Results showed that teachers of the gifted have a rich understanding of asynchronous development in their gifted students as well as appropriate interventions to use in the classroom. These teachers are not gaining their knowledge through their teacher preparation courses, but rather through personal research. Recommended from the results is the examination of teacher preparation programs for all teachers and to provide teachers of the gifted with the knowledge and resources they need to appropriately address asynchronous development in gifted students prior to entering the gifted classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]