In this study, through the observation of mathematically promising students in regular classrooms, relevant learning environments and the learning needs of promising students, teacher approaches and teaching methods, and the differences between the promising students and their normal ability peers in the same classroom were investigated. Correlational survey research was conducted. The sample of this research was composed of selected and non-selected students. The selected students were 21 students who were attending the Science and Art Center in Erzincan. The non-selected students were peers of the selected students in the same classroom at their schools. The differentiated classroom observation form, which was adapted into Turkish, and written interview questions for teachers were the data collection instruments used in this study. Structured non participant observation was conducted in regular classrooms in which selected mathematically promising and their non-selected peers attended. The data collected through observation form were analyzed quantitatively through Mann Whitney U test and the data collected through teacher interviews were analyzed qualitatively through direct quoting. The findings of the study suggest that the mathematically promising students were more active in classroom activities and communicated more frequently with their teacher compared to their normal ability peers. In contrast, their classroom respect levels were lower. The repetition of some topics and concepts, and not being praised enough may be counted as the reasons behind these disrespected behaviors.