From a behavioral perspective, underachievement can be viewed as the effect of various environmental influences on gifted students. In light of this perspective, changes made in the environment may bring changes in underachievement as well. The purpose of this literature review is twofold. It intends to illustrate what has been found to discourage achievement. Within the school environment, harmful influences include incorrect gender or cultural expectations, homogeneous versus heterogeneous grouping, incompatible learning and teaching styles, and, finally, exposure to inappropriate curriculum and or inappropriate delivery of curriculum. It also intends to illustrate what has been found to encourage achievement. When the school psychologist collaborates with teachers and counsels the gifted students in stress management, achievement levels can become commensurate with ability.