This journal issue focuses on the theme of the education of gifted female students. This document consists of the five articles devoted to this subject. The lead article by Carolyn M. Callahan, titled "How Schools Shortchange Girls: Implications for Parents and Educators of Gifted Girls," discusses the development of gender roles, the experiences that young women have in school, and the continued lack of interest and achievement in mathematics and science among females most talented in those areas. An editorial by Jean Drum comments on why "America Needs Heroines," and two high-school students (Debra Russell and Nina Alexander) present "What It Means To Be Gifted and a Woman.""Factors Affecting the Achievement of Culturally Diverse Gifted Women" (Margie K. Kitano and Carol O. Perkins) examines demographic data concerning gifted women from diverse backgrounds, presents models of adult achievement, and analyzes the literature to determine factors affecting the achievement of gifted women of color. "Gifted Females: They've Come a Long Way--Or Have They?" (Sally M. Reis and Carolyn M. Callahan) reviews research on gender differences, examines continuing performance gaps in careers and professional accomplishments of men and women, and proposes more promising research directions. "Living Out the Promise of High Potential: Perceptions of 100 Gifted Women" (Kathleen D. Noble) presents an overview of literature relating to the psychological, social, cultural, and cognitive issues confronting gifted women as they strive to develop their potential; reviews findings of a study of the lives of 100 contemporary adult gifted women in the Pacific Northwest; suggests kinds of psychological interventions which would enable highly capable women's development and achievement to be maximized; and presents research directions. (JDD)