IntroductionAs the Norwegian school system functions today, research indicates that the learning needs of gifted students are not being met despite the prioritising of inclusive and adapted education in Norwegian policy. This article seeks to contribute to this emerging body of research in Norway by exploring possible explanations for this as seen from the perspective of gifted students, asking the questions: How do gifted students perceive their character traits? How do gifted students experience being met in Norwegian schools?MethodsThe study has an explorative qualitative design and in-depth interviews with 4 gifted students. It adopts the Stepwise Deductive Inductive (SDI) method that draws on established theoretical models of giftedness, including the multidimensional approach of Sims & Sims, Renzulli's three ring concept, and Mönk and Gagné's models emphasizing the importance of environmental factors.ResultsThe following three main themes and the following sub-themes that emerged from the SDI-analysis are: 1. Character traits - High cognitive capacity, Creativity and Motivation, 2. Perceived challenges and 3. Experiences with school - Perceived limitations in teachers' autonomy, Assessment, and Suggestions for improvement.DiscussionThe authors argue, in line with other research, for better professional development for pre and in service teachers to equip them with the competences needed to differentiate for gifted students in the Norwegian school. Further research to explore what the challenges and solutions are for gifted students is required.