The case study of a visually gifted 8-year-old child illustrates the problems that may be encountered in determining giftedness that is manifested largely through visual processes and products. The child's intelligence quotient was just below that required for admission to the gifted program in his school. Retesting with the complete number of performance subtests would have demonstrated his giftedness, in the opinion of several consultants, but the education supplied for gifted children in his school district would still not have met his unique needs. The characteristics of the child's giftedness in ability, personality traits, and creativity (advanced ability to manipulate materials, unusual ability to remember, deep levels of concentration, ability to see generalizations, large storehouse of information, varied interests, exceptional curiosity, resourcefulness, ability to learn quickly, leadership ability, to name a few) are explored. It is apparent that being identified as gifted does not end the problem for this child, whose giftedness lies outside the areas generally nurtured. There are seven illustrations. (SLD)