One characteristic often attributed to gifted learners is perfectionism, both in the positive sense of setting high standards and pejoratively as maladaptive behavior. Collaborative improvisation provides learners in school settings with a framework that simultaneously provides a context for high levels of achievement and minifies maladaptive forms of perfectionism. The improvisation-based pedagogical approach known as Process Drama provides a nurturing learning context that both creates a challenging setting for elaboration by gifted students and elicits participation at all levels of ability.