Rural gifted programs should be developed by the consumers in rural communities and should focus on the needs and strengths of the community. The unique aspects of rural schools should be used to develop defensible community-based programs. General gifted education procedures, such as developing peer groups and psychologically secure environments, should be followed, but grouping provisions from larger urban settings are not generally appropriate. Curricula for gifted students should be modified in terms of rate of progress, control of content, and type of content. These content changes, as well as changes in instructional formats, may be accomplished or supported using modern technological means, particularly computers. When the local program requires it, teachers or students may be transported to off-campus locations to meet program goals. Support activities may be provided out of school, but these activities should be in addition to a regular education program for gifted students. (JHZ)