An attempt to define some parameters and to establish guidelines for the education of rural gifted children and youth is presented in this report. Parameters of access discussed include access to experiences and environments; in addition, the relationships among some of these parameters are shown in chart form. Also examined are the roles of Projects to Advance Creativity in Education (Title III, Elementary and Secondary Education Act [ESEA] of 1965), institutions of higher education, and other agencies in the coordination of applications for funds under various titles of the ESEA and of the National Defense Education Act. Methods of identifying underachieving gifted students and motivating gifted children are listed, and some existing rural programs for the education of the gifted child are described. (PS)