This qualitative investigation explored the self and environmental perceptions of six talented students of Puerto Riean descent who were underachieving in an urban high school in the northeastern section of the United States. Family, school, classroom, community, and personality issues were examined, as were the ways that these experiences contributed to their actual academic status. Participant observation, interviews, doeument review, and other supplementary techniques were used to gather data. The major finding of this study was that the absence of early appropriate academic experiences thwarted students' possibilities of developing their high abilities or talents later in life. Other interactive factors influencing the students' academic life were also identified. A model explaining the phenomenon of underachievement among the students emerged, as did suggestions for meeting their needs.
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