The nature of giftedness, talent, and creativity is examined, and implications for teaching are given. Problems with using IQ as a precondition for identification are considered, especially for creative individuals. Typical obstacles to creative thinking are outlined, including classroom atmospheres that do not welcome new ideas. The importance of multicomponent approaches to developing the potential of gifted students is underlined, and approaches to stimulate creative thinking are suggested which involve deferring judgment, letting quantity of ideas surpass quality of ideas, encouraging free thinking, and combining ideas for new solutions. Ways in which the schools can provide the environment for developing creative intelligence are described, program alternatives (such as college courses for high school students) are considered, and the importance of focusing on social relationships and self concept is emphasized. (CL)