This paper examines the educational implications for students with Tourette syndrome (TS) and outlines a multi-dimensional approach for improving their education. It presents data from two qualitative studies in Australia. TS is a debilitating neurological disorder that causes involuntary vocal and motor tics. The first study investigated the management of students with TS, particularly how self-reflection and instruction affects the frequency of TS behaviors. Results revealed a need for educational management approaches. The second study focused on improving the learning and teaching of these students. Data from approximately 70 people (students, teachers, counselors, parents) were tracked over two years and analysis is reported on students' treatment at school, effects of TS on learning, self and teacher management, and home-school relationships. The recommended multi-faceted approach is charted showing physical, social/emotional, psychological, and medical dimensions with identified learning foci, observable behaviors, and teacher/parent/student actions for each dimension. An appendix lists specific classroom strategies for attention difficulties and tic behavior, language problems, writing/spelling problems, and written mathematics. (Contains 34 references.) (DB)