Gifted students often fail to achieve at a superior level in one or more academic areas. In this reply to an article by Assouline, Nicpon, and Whiteman, the author reviews various explanations for this phenomenon, including motivation/interest, learning opportunities, and error in measuring students' ability-achievement discrepancies. The author also describes different methodologies for investigating whether learning disabilities are overidentified among gifted students and, more broadly, considers the appropriateness of a learning disability diagnosis in students with average achievement. The author concludes with thoughts on the proper interpretation of Assouline et al.'s results.