Itinerant service is one kind of gifted education programming. The purpose of this qualitative case study was to explore the management of gifted itinerant classes in the elementary schools and look at the teacher-student interaction through three dimensions: executive leadership, teaching implementation, and environment support. Three current management strategies of the gifted itinerant classes that differed from the other classes were found: "maintain a balance", "position yourself appropriately to encourage students", and "focus on the priorities of the lesson". Suggestions for further research were also provided.