Rural gifted students are often characterized in the literature as sharing many of the needs and problems of other culturally diverse groups. They are viewed as having problems related to self-esteem, level of aspiration, and frustration with an instructional program which often fails to provide for learning relevant to the students' interests and environment. On the plus side, these same youngsters have identified strengths in logical thinking, problem-solving, sensitivity to injustice, and interest in people and their activities. Instructional strategies involving decision making skills are viewed as a viable approach to addressing both the needs and abilities of rural gifted youth. Specific guidelines in decision making training which teachers can use are to: provide a means for student responses, oral or written, which establishes the individual student's decision and the basis for the decision; prepare exercises which are real-life situations that assist students in defining their own sense of purpose and identity; and choose incidents or issues that will engage the students' interests and emotions. Such strategies can provide students with opportunities to practice skills in areas of their strengths and in the context of a curriculum focusing on relevant, real-life situations of interest to a particular group of students. (Author/NQA)