Provisions for gifted student identification and educational programming in Australia, the USSR, Venezuela, Brazil, Indonesia, Israel, and the Peoples Republic of China, and the United Kingdom are discussed. Concern for locating and serving the gifted is apparent in all these countries. Issues and program efforts in gifted education are quite similar despite different underlying social and political philosophies. Most countries support a need to develop broader and more liberal definitions of gifted education. In the early stages of educational programming, there is a tendency to focus on intellectual or academic development and then move on to the performing arts. In identification and assessment, many countries use adaptations of evaluation instruments developed in the United States. However, evaluation and research on identification instruments and procedures is a rarity. Programs for the gifted include special classes, enrichment in the regular classroom, and acceleration. Out-of-school programs are provided in a significant number of countries and may in some cases be the only alternative for gifted students. Lastly, there is growing concern about the need to identify and nurture gifted students from disadvantaged or culturally different minority populations. (JW)