An element of a comprehensive school counseling model is to support students identified as gifted and their unique social, emotional, and behavioral issues that they may face. The purpose of this qualitative study was to explore the experiences of elementary school counselors working with gifted students within the framework of the American School Counselor Association (ASCA) National Model. Researchers conducted a thematic analysis of participants' responses in semi-structured interviews and identified themes related to the participants' counseling practices with gifted students.