The internationally accepted definition of gifted children includes a range of factors that contribute to giftedness, but makes no mention of the child's motivation, capacity for self-initiation, or ability to work independently. Using the current definition, schools and teachers remain bound to gifted identification based on academic achievement and high IQ ratings. Creative ability should always be one of the bases for identifying gifted children. Ellerton Primary School in South Africa has used the Renzulli Scale for Rating the Behavioral Characteristics of Superior Students as an identification model. It obtains teacher ratings of the pupil's characteristics in the areas of learning, motivation, creativity, and leadership. Renzulli has determined that three clusters (above average ability, task commitment, and creativity) must be present and interact to produce creative achievement. Ellerton modifies the curriculum to accommodate the gifted or highly creative child in the mainstream as well as in a specifically designed system of revolving out and into small group situations. The specific methods used in the school for enrichment and acceleration are presented, the theoretical and practical bases for the encouragement of creativity are described, and the characteristics of the gifted child are identified. (VW)