A proposed three-dimensional model for identifying the gifted conceives of giftedness as a combination of characteristics. It emphasizes the different qualities of the characteristics as well as the fact that such characteristics exist in degrees or levels, thus helping to avoid thinking of giftedness or its components as being either wholly present or wholly absent in any individual. The model, visualized as a cube, incorporates the three characteristics that are important to achieve a high level of performance: (1) "aptitudes" comprising the vertical dimension; (2) "specific knowledge and skills" the horizontal dimension; and (3) "affective characteristics" the front-to-back dimension. Traits on any of the three dimensions are assumed to be distributed somewhat normally throughout the population, therefore creating a cluster comprising the majority of people in the center of the cube. People with extremely high or low "scores" would be found at the extremes, especially the corners of the cube. The four top corners would contain the identifiably gifted. The combinations of high characteristics represented by each corner present varying challenges for program planning. The model acknowledges that gifted students may be deficient in some areas but includes them and addresses their deficiencies. (VW)