This brief bulletin addresses seven "myths" of tracking or ability grouping with gifted students in response to what is seen as a current movement against both ability grouping and tracking, which are characterized by the "anti-tracking" movement as inflexible and unaccommodating of a varied schedule. The following myths are countered: (1) tracking and ability grouping are the same thing; (2) ability grouping is elitist; (3) ability unfairly discriminates against racial and ethnic minority students because they are not equitably represented in gifted programs; (4) gifted students will make it on their own and grouping them by ability does not result in improved learning or achievement; (5) providing heterogeneously grouped cooperative learning experiences is most effective for serving all students, including the gifted; (6) assuring that there are some gifted students in all classrooms will provide positive role models for others and will automatically improve the classroom climate; and (7) all children at a certain grade level should be reading grade level material in a whole language learning environment. (Contains 25 references.) (DB)