教育部於2015年開始試辦「特殊選才」至今已招收五屆學生，許多高等教育行政與教學人員都在關注這些「特殊選才」學生的學習需求是否能在入學後對應到學校的體制與系統。本研究以國立清華大學2015至2017年入學之54名「特殊選才」學生為例，透過9個月的參與觀察和訪談蒐集資料，分析出學生在課業、活動參與、專才提升上的表現，並整理出因制度延伸出對群體和自我感到混淆的「認同感」困難、因現存學習與評量方式的局限所產生之「學習適應」困難、因校內行政資源與支援制度未能跟上需求所導致之「專才提升」困難，提供臺灣高等教育未來發展之參考。

The Ministry of Education in Taiwan ran a pilot project named ＂Early Admission without GSAT＂ program at the National Tsing Hua University in 2015 and tried to break the myth that academic performance is the only criterion for admission to higher education. This program has been considered one of channels for formal university admission in 2018. Since the program is novel and innovative, not only in Taiwan but also in Asia, there has been constant curiosity evinced by education officers, university administrators, and professors about such students' learning, adjustment, and support systems. National Tsing Hua University as a case study has been examined from the perspective of Grounded Theory. The research methods of participant observation and interview were applied, and 54 students who joined National Tsing Hua University through the Early Admission without GSAT program from 2015 to 2017 were the participants in the study. According to the data, four kinds of students with different strengths (academic, skill, passion and perseverance, and leadership) were identified and their performance in coursework, extracurricular activity, and skill/profession were analyzed. Overall, these students experienced three major difficulties in (a) identification, due to the design of the enrollment, (b) learning adjustment, due to the assessment method employed, and (c) advancement in skill/profession, owing to the administration system structure. The research concluded with three suggestions to build a friendly environment, raise the visibility of the program, and integrate the support systems to relieve the burden on the students of the Early Admission without GSAT program.