In this qualitative study, the authors explored the multimodal responses provided by gifted fifth graders. Students read the novel "Ungifted" by Gordon Korman and responded through writing, drawing, and talking. They preferred plot summaries for their written response and created a new form, visual summary, in which image was dominant. In their conversations, students discussed giftedness and how teachers marginalized them for instruction. Students shared how giftedness, as measured through IQ testing, is variable and can be changed by the context of instruction. Using a book that explicitly considers giftedness offered students an opportunity to make meaning of the text and make connections to their own experiences centered on giftedness.