Many of the social and emotional needs that have historically been associated with gifted students have been questioned on the basis of recent empirical evidence. Research on the topic, however, is often limited by sample size, selection bias, or definition. This study addressed these limitations by applying linear regression methodology to data from the Early Childhood Longitudinal Study (ECLS-K) to evaluate group differences and subgroup moderation in internalizing behaviors, externalizing behaviors, and peer problems for elementary students identified as gifted. While moderation of outcomes was present on the basis of race and socioeconomic status, identified students consistently exhibited lower levels of social or emotional issues based on both teacher and student reports. In addition, conceptions of giftedness based on both program participation and high achievement were compared, indicating that while each definition captured different students, both groups shared a common demographic and similar social and emotional outcomes. Finally, the association of these outcomes with program participation for high-achievement students was explored, indicating little difference between program participants and non-participants in this sample. [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.]