This research investigates the use of cognitive organisers as a self-regulated learning strategy by gifted and talented science students in a Year 9 class at a metropolitan high school in Perth, Western Australia. The case study research design incorporates three primary methods of data collection including participant observation in classrooms, surveys of student learning approaches and two cycles of in-depth student interviews. Findings indicate the students' use of cognitive organisers to complete an academic task is dependent on the nature of the task and prior exposure to cognitive organisers aligned with the task rather than the students' learning approach. The immediate significance of this research is that it provides a model of factors that facilitate or hinder autonomous student use of cognitive organisers. Recommendations for classroom implementation of cognitive organisers are included. (Contains 2 figures and 8 tables.)