Using PISA 2009, an international education database, this study compares gifted and talented (GT) students in three groups with normal (non-GT) students by examining student characteristics, reading, schooling, learning methods, and use of strategies for understanding and memorizing. Results indicate that the GT and non-GT gender distributions show differences; GT groups’ reading time, reading material types, and level of interests are higher than or different from non-GT, but their use of library is not. Furthermore, teacher–student relationships of GT groups are better than those of non-GT, but their attitudes toward school show no differences. Results of t-tests reveal that two learning methods are employed significantly more often by GT than by non-GT, but a third method is used less by GT students.