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This study investigated the effect of grouping styles, heterogeneous and homogeneous, on gifted students during science cooperative learning activities. A total of 48 students, 24 students from two different fourth grade general education classrooms within the Canandaigua City School District participated in the study. The two classrooms selected were of a fourth grade team with clusters of gifted and talented students. A total of21 males and 27 females participated in this study. Of the 48 students, 38% were classified as gifted within the MST area(s). Direct teacher observation~ questions, and surveys were used to collect data during this study. On the whole, gifted students within the heterogeneous group offered a slightly higher percentage of cognitive input compared to gifted students within the homogeneous group. Perceived positive attitudes about group members were slightly higher for gifted students within a homogeneous (gifted student group) compared to perceived positive attitudes about other group members within a heterogeneous group students. When data was analyzed regarding attitudes toward cooperative learning, gifted students expressed a more favorable attitude toward cooperative learning when in a homogeneous gifted group compared to those in a heterogeneous group.