Gifted children only can develop their potential effectively in an environment that is able to optimally motivate them. In this paper a case study of an enrichment activity for potentially gifted elementary school student is presented. This paper highlights the process of preparing natural history collections of bird feathers and discusses the learning outcomes this enrichment learning activity for a potentially gifted fourth-grade student. The purpose of the longitudinal case study was to investigate multi-faceted relationships between the student, his family, his school and teachers, informal educational institutions (ornithological society, zoological gardens ...) and me (as a student mentor and researcher of the case study concurrently). Triangulation of methods was used. Data collection instruments used were: unstructured interviews, informal interviews, e-mail communication and observation with participation. Some deficiencies in communication between described actors were recorded. There were some miscommunications in the school/teacher-student relationship, mistrust in the relationship school-parents and missed opportunities in collaboration between formal and informal educational institutions. The findings from this case study were summarized into key conclusions that can be understood as instructions (lessons to be learned) for working with gifted students. Schools are obliged to provide an optimal learning environment for gifted students, but it is very difficult for them to fulfill all the special needs of the gifted, primarily because of their specialty and uniqueness. Therefore, this described case study speaks in favour of more systematic inter-institutional cooperation in working with gifted students and closer collaboration between school, parents, informal educational institutions and the student’s mentor.