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This qualitative phenomenological narrative research study explored the educational strategies that contribute to the school success of low-income, gifted and talented, third grade students from the perspectives of third grade, gifted, and talented teachers. Eight, third grade teachers of low-income, gifted and talented, third grade students were selected using purposeful, snowball sampling and interviews. The findings suggested that gifted and talented teachers use a variety of instructional techniques and an advanced curriculum to help low-income, gifted, and talented students be academically successful. The findings also suggested that the teachers are willing to make an extra effort to meet the social and emotional needs of their students inside of the classroom. The teachers of low-income gifted and talented, third grade students admit that they face challenges in the gifted classroom at times, but they are willing to overcome these challenges using various strategies to help their students be academically successful.