In this thesis, I set out to understand the current lived experience of "gifted" teaching and learning within Kuwaiti classrooms. My chosen case study style of research focused on teaching and learning within two elementary schools for girls in Kuwait City - one Government and one Private. Within these two bounded contexts, the principal participants were: six female students, aged eleven in year five (three students in each school) nominated or identified by their respective school Principals as "gifted"; nine teachers from the Government school and six from the Private school; three Heads of Departments (HOD) from each school; both Principals, and both parents of the identified gifted students. The very rich picture I was able to develop of the case study schools was complemented by extended non participant observation of the 5th year classes in both schools. totalling three days per-week for three months. Framing my research gaze within a constructivist approach and teaching-learning traditions. contributed to the claims I make to having constructed new knowledge within the field of gifted education for girls. The results shed some original light on my research questions related to gifted teaching-learning practices and gifted subjectivities and new insights on some of the ways that gender-segregated education generally and gifted education, more specifically, appeared to reproduce wider social and cultural relations of domination over women. My conclusion was that overcoming such barriers to a more socially just and transformed gifted education for Kuwait girls depends on a re-think of the goals of schooling in general, and the development of new paradigm thinking about gifts, talents and gifted education in particular.