One of a series dealing with current issues affecting language arts instruction, this paper focuses on teaching gifted and talented students. The paper begins by identifying two kinds of students who present problems not adequately distinguished in school programs or in the professional literature: students thought to suffer because they are not challenged enough, and students thought to suffer because they are not challenged in the right way with the right kind of thing. This is followed by a brief description of the pioneering work begun by L. M. Terman in 1921 on the characteristics of gifted children and the long-term consequences of giftedness. The criteria used to identify the two kinds of gifted students are then discussed as well as the need to concentrate on specific curricular measures. The paper concludes with eight strategies of action--four for identifying the gifted and talented student and four addressing curricular concerns. (HOD)