The paper traces the history of gifted and talented education programs in Taiwan and outlines their present status, focusing on statistical data, government support systems, program design, teacher training, gifted student identification, government financial resources, contributions of private organizations, and research and evaluation. Enrichment and acceleration practices are noted, including research on special topics, summer camps, grade-skipping, early graduation, and telescoping grades. Problems are also described, such as the issue of self-contained versus mainstreamed classes, the lack of continuity as students move from elementary gifted classes to junior high schools with no comparable classes, parental attitudes toward the broad scope of the gifted classes, and other social and traditional problems. The paper concludes with a discussion of the immediate and long-term goals of gifted education in Taiwan. (Author/JDD)