This review summarizes the lack of research regarding the learning preferences of gifted individuals. Through the topic of cooperative and collaborative learning, the need for refinement of definitions and expanded methodologies is identified. Past research has narrowly focused on only one or two variables of interest, has often ignored contextual variables, and has been limited by the use of forced-choice survey data. Research that adopts a social learning or social constructivist theoretical framework can help to overcome some of these limitations by considering the context of the learning environment, and taking into account individual differences. There is research that moves in this direction, although more is needed that integrates such theories into both research questions and methodology. This can provide useful insight into the nuanced learning preferences, not only for gifted individuals, but for individuals of all abilities. (Contains 1 table.)