Biological Education, “gifted pupils have an analytic strategy of perceiving information. The less gifted use either atomistic or serialistic strategies” (Freeman et al., 1999). Gifted children were also found to be more ambitious—both in the difficulty and effort put into the task—in their schoolwork than others their age. (Freeman et al., 1999). Schools should bear some responsibility to nurture the talents of the gifted students in their charge. “It is clear from the evidence that excellence does not emerge without appropriate help…. To reach an exceptionally high standard in any area, potentially gifted children need the means to learn; this includes the material to work with and focused, challenging tuition, sometimes including tutoring or mentoring that is not provided in normal schools” (Freeman et al., 1999). Two methods mentioned by Freeman that schools use in the teaching of gifted children are: 1. Accelerating the learning of children, either by moving them up to an older age-group or compacting the material they have to learn, and 2. Enrichment, rounding out, and deepening the material to be learned (Freeman et al., 1999). Classroom guidelines for teaching the gifted “To be at their most effective, pupils can be helped to identify their own ways of learning, which will include strategies of planning, monitoring, evaluation, and choice of what to learn. They should also be helped to be aware of their attitudes to the area to be learned, such as curiosity, persistence, and confidence.” (Freeman et al., 1999). “All the evidence indicates that specific provision within subject areas is by far the most effective in promoting talent, rather than general enrichment without identified goals.” (Freeman et al., 1999) “Meaningful curriculum experiences for gifted learners need to be carefully planned, written down, implemented, and evaluated in order to maximize potential effect.” (Van Tassel-Baska, 2000) Giftedness “can be furthered only by participation in learning experiences that challenge and extend from the point of the child’s talent, ability, and interest” (Clark, 2002). Gifted students may not reach their full potential with the standards of regular classwork, which can appear to progress at a slowed rate. They may become isolated from their peers on a social level, since intellectual pursuit for the sake of itself is their primary motivation. These students may receive the desired enrichment when put among other high achievers via accelerated coursework and by allowing them to develop their own ideas and viewpoints. Programs tailored