This phenomenological study explored the educational and social experiences of eight gifted middle school students from Turkey. Data were collected from in-depth semi-structured interviews. The findings indicated that boredom and teacher ineffectiveness were among the most common problems that the participant students faced at school. The students also complained about the high-stakes tests that they believed were more anxiety-provoking than their worth. The students reported experiencing high levels of stress and burnout. The findings revealed that having high ability was not a handicap for developing good social relationships, but being labeled as gifted may lead to some negative outcomes based solely on the stigmatization. The overall findings suggested that the parents of these students were aware of their child's unique needs. However, not all parents knew how to effectively respond to these needs.