This paper outlines major contributing factors in the manifestation of successful gifted education programs. The first factor, teacher training, involves the right of gifted children to be educated by specially qualified teachers. A teacher training model leading to certification for teachers of the gifted is described. The second factor, gifted identification, requires that giftedness and characteristics of the gifted be clearly defined. Delivery models are another contributing factor. As an alternative to the regular classroom, program prototypes for the gifted are listed, including acceleration programs, enrichment programs, and guidance programs. The use of community resources is also a factor, and a mentor program can be used to fill the gap of needs unmet in the classroom. The final factor is the importance of evaluating the gifted program. Throughout the paper, it is emphasized that the regular education teacher must undertake responsibility to ensure that the needs of gifted students are met. (Author)