Qualitative research is not yet generally accepted in the study of giftedness and talent. Psychometrically oriented research tends to dominate. Critics raise concern that in qualitative research analytical models are often vague and therefore replication nigh-impossible. The fact that there are many epistemological schools of thought, each proposing its own analytical tradition, adds to the confusion keeping controversy alive and well through philosophical debates. The aim of this article is to bridge the chasm between critics and proponents of qualitative research as valid science in its own right by outlining a generic and explicit model for the analysis of qualitative data, namely the VSAIEEDC Model. It is based on cognitive function rather then philosophical tenets and therefore also on the assumption that all models for qualitative analysis have a common basis quite irrespective of epistemological tradition. A distinction is made between unaware analytical behaviour as a necessity for everyday-living and formal analytical behaviour as intentional, explicit, and applied in Science. In conclusion the need for stringent qualitative research into the socioemotional issues of the gifted and talented is discussed.