One of a series dealing with current issues affecting language arts instruction, this paper focuses on providing for the intellectually gifted. It begins by observing that procedures identifying the gifted as those with "A" averages may actually ignore the gifted individual who has an extremely high IQ but only a "C" average. This is followed by a discussion of the various characteristics of gifted and talented individuals (curious, divergent, critical of self and others, persistent in pursuit of goals, sensitive to injustices, and perceptive of unusual relationships), noting that few of these characteristics are fostered in classrooms or tested by standardized instruments. The paper concludes with guidelines, summarized as strategies for action, that schools and teachers can follow as they design and implement programs related to the education of the gifted. (HOD)