Grounded in transformational leadership models, this multiple case study explored how elementary and middle school principals perceived the problem of the decline in gifted learners’ academic performance in the transition from elementary to middle school. Overwhelmingly, the elementary and middle school principals attributed the pattern of decline in gifted learners’ academic performance in the transition to middle school to limited teacher capacity to differentiate instruction. Elementary principals were found to adopt a hands-on approach with individualized support, goal setting, and high expectations, compared to middle school principals who delegated more responsibility and enabled others to lead. Interview data and a document analysis of campus improvement plans indicated that the leadership practices have yet to reverse gifted underachievement during the elementary to middle school transition. The findings offer direction for further exploration as gifted education practitioners and stakeholders advocate for gifted learners during the pivotal transition from elementary to middle school.
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