Giftedness has often been equated with being academically talented or being a high achiever in school. However, there is often concern about the gifted students who could be described as unmotivated and underachieving in one or many academic areas. At the Jones Street School, a school for gifted elementary students, the location of this study, there are some students who are unmotivated and are considered underachievers. In the 5th Grade in particular, some students are identified as underachievers who are unmotivated to produce high quality writing. The reasons for underachieving in this area are varied. However, when school, home and child work together using various strategies in curriculum and instruction, underachievement can be reversed leading to improved student performance. The main objective of this study is to help teachers and parents in understanding the nature and cause of underachievement and to show them how to effectively work with underachieving 5th grade gifted students who are unmotivated to produce high quality writing. The study will help to prevent as well as reverse the students' patterns of attitudes and behaviors. The study will use qualitative research questions to address the 5th grade gifted students who are unmotivated to produce high quality writing. The use of a survey/questionnaire along with a focus group session with the 5th grade students and teachers examine the cause of underachievement in writing among these students in the Jones Street School. The study aims to provide useful information that allows the teachers to assist the students in becoming successful in their writing projects and increase motivation. [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.]