This paper focuses on selection of students and curricular programming in gifted education. A current emphasis on selection rather than identification of able learners, including culturally diverse able learners, is noted, as are new understandings of the nature of giftedness, including: giftedness is more than high intelligence; giftedness is largely developmental; there is no one psychological test that measures giftedness; giftedness needs special attention to be developed; and one does not need to speak English to be intelligent. Selection is best done when observation, authentic assessments, and actual tryouts in programs are used as well as traditional standardized tests. Principles of good gifted education programs are listed, including: (1) use of a variety of acceleration options; (2) use of a variety of enrichment options; (3) homogeneous grouping; (4) regular opportunities for creative expression; and (5) teaching that is cross-disciplinary, integrated, and reality-based. Characteristics of a good teacher of the gifted/talented are also briefly considered. (DB)