In recent years, districts have led a push towards finding ways to meet the needs of gifted and talented students with limited resources. The implementation of the cluster grouping model for gifted and talented students has been a way for some districts to meet these needs, but this has not been done without implications to the learning environment. The purpose of this study is to understand what impact cluster grouping has on the classroom environment and what the implications of this model are. The study’s findings are taken from observations and interviews within two elementary cluster classrooms as well as through interviews with an elementary principal. The results showed that while cluster grouping impacted some elements of curriculum for gifted students, as well as changing teacher intentions towards gifted learners and knowledge and understanding of gifted students, these results were limited by structural components of the school in terms of student placement within classrooms.