The research available to find the voice of the student who is intellectually gifted is examined briefly in regard to the changes in education. In contrasting and critiquing different views I confirm that there is little direct information available from individuals in mainstream classes who are intellectually gifted as to what they experience as learners or whether it matches what the professionals say should be happening. Overwhelmingly there is a call for a more personalised and coordinated approach to education for individuals, who are gifted rather than for "the gifted." I discuss the possibilities to transform our thinking about education for students who are gifted within the current context of inclusive schooling. Some suggestions for future research including lines of inquiry in the individual voices of students who are gifted, are offered.