This review of the literature focuses on research findings concerning the long-term academic, social, and emotional effects of acceleration, as well as the results of non-acceleration, on gifted children. Access to accelerated programs in Canada and the United States was also investigated. The review led to the following conclusions: (1) academic outcomes of acceleration are positive; (2) no carefully executed research has been conducted that has found negative social and/or emotional outcomes of acceleration of gifted children; (3) gifted children who are not intellectually stimulated and challenged may become underachievers and not fulfill their potential; and (4) acceleration is not widely used in Canada or the United States. Especially noted is the widespread opposition to acceleration by educators despite research which clearly finds that their concerns are unfounded. (Contains 30 references.) (DB)