This monograph examines educational programs for students who are gifted and talented in the visual arts, through a review of the literature on gifted/talented education and art education and examination of programming opportunities. Relevant educational history from 1850 to the present is reviewed. The research review encompasses four national surveys, case studies, and local and regional program evaluations. The paucity of directly relevant research is noted. Various programming opportunities, with descriptions of operating programs, are discussed and grouped into the three general categories of mixed-ability grouping, ability grouping, and acceleration. Nine specific programming options are identified among which are: taking art courses at a college while still in high school; taking Advanced Placement art courses in high school; taking intensive courses in which the curriculum has been compacted; and entering college early. The possibilities of authentic assessment are briefly addressed. Six recommendations address: (1) development of a common vocabulary to describe programming for this population; (2) research on programming effectiveness; (3) large-scale survey research on demographic issues and programming opportunities; (4) evaluation studies of specific program options; (5) more longitudinal research and individual case studies; and (6) standards for reporting evaluation studies. (Contains approximately 125 references.) (DB)