Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students' perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted-ness are examined and recommendations for future research are provided. (Contains 3 tables and 1 endnote.)