This report discusses the outcomes of a study that drew upon the reflections and self-assessment of seven preservice teachers who served as assistants in a university-based summer program for gifted students. Of the preservice teachers, four were elementary education majors, two were early childhood majors, and one was a special education major. Findings indicate that: (1) the assistants judged their experiences working with gifted students as positive and beneficial to their professional development; (2) the assistants were highly motivated to make a difference in the lives of their future students; (3) five assistants had a higher level of commitment to teaching after the program; (4) when asked to compare their current knowledge base and competency level with the knowledge and competencies they possessed when they began their teacher preparation program, the assistants pointed out that they were not aware of the many dimensions of teaching; (5) the assistants recognized the value of collaborating with parents and colleagues; and (6) the assistants faced some of their stereotypes about gifted students and moved beyond those misconceptions. Guiding principles for curriculum differentiation for gifted students are provided. (Contains 26 references.) (CR)