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The papers presented in this monograph address a number of concerns in developing a pedagogical approach for gifted and talented children. In the first paper, it is noted that routine intelligence tests cannot be relied upon to identify the gifted, and that a more stringent case study approach should be adopted to take into account the particular gifts and talents that students may have. In the second paper, educators are encouraged to recognize the inherently complex problem of developing a curriculum adapted to the unique cognitive styles of gifted children. The third paper explores the problem of math avoidance on the part of gifted girls. Research on a counseling program to meet the particular needs of gifted children is described in the fourth paper. The fifth paper deals with building an agenda for gifted programs that is based on a recognition of the psychosocial needs and cognitive abilities of talented students. (JD)