This session focuses on motivational issues associated with underachieving gifted students. Drawing on the works of Dweck, Meyer, and Kohn techniques discussed include using praise, criticism, and not providing feedback. Praise does not always motivate children, nor does criticism always discourage children. Underachieving gifted children have different cognitive/motivational factors than general students, which cause them to respond differently to feedback. The paradoxical effects of these feedback types are illustrated with video clips and samples from research questionnaires. Audience members have the opportunity to practice feedback before applying the motivation theory with their children.