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Abstract
Using a multiple case study design, the author observed the facilitation of Type III investigations (Renzulli, 1977) with five students identified as having high academic ability and documented patterns of challenging behavior and underachievement. Research questions investigated the factors that lead to underachievement and behavioral challenges for this population as well as the impact that participation in Type III investigations have on academic performance and behavior patterns. Strategies and methods utilized by mentor teachers who facilitated these investigations were also identified. Findings indicated that participants underachievement and behavioral challenges were related to a lack of interest and engagement in the standardized curriculum, boredom with assignments they regard as irrelevant, poor social skills, anger management issues, and poor family relationships and/or family adversity. During the course of the study, positive academic and behavioral gains were identified through interview data, pre and posttest BASC-2 data, student grades and behavior reports, and observations from teachers. Mentor teachers reported that certain strategies such as: active listening, collaborative problem solving, and sharing personal experiences helped to establish rapport and build supportive relationships with the participants they collaborated with in this process.