An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming The U.S. Department of Education estimates there are more than 3.2 million students participating in gifted and talented programs in public schools in the United States (NAGC, 2016). Programs and supports for these high ability learners differ greatly throughout schools and districts across the county (NAGC, 2016). Federal law acknowledges that gifted and talented youth are in need of programs not offered in regular school settings, but lack of mandates and requirements for educating gifted students leaves programming decisions and responsibility in the hands of individual school districts (Renzulli, 2016). This study was designed to explore the experiences of high school gifted students who participated in gifted programs throughout their primary and secondary education. In order to gain understanding of the participants experiences partaking in gifted programming, the primary research question was asked: What are the experiences of high school students, identified as gifted, who participate in a school district gifted program? To gain a deeper understanding the following secondary research questions were explored: 1. Do students think the gifted program has influenced their academic and social-emotional growth? 2. Do students feel the gifted program provided them with the type and amount of support they needed?