One of the biggest challenges facing gifted education is how to balance the need to provide students with enrichment opportunities within the context of an overly prescribed or required curriculum. The emergence of standards in individual states and the new Common Core State Standards coupled with the almost overpowering influence of standardized testing has had the effect of squeezing highly engaging enrichment activities out of the curriculum. Many teachers have become so accustomed to requirements for "teaching-the-text" and overusing worksheets to grind up standardized test scores that they no longer have the opportunity or, in some cases, the know-how to deviate from prescribed material. Few would argue that standards-driven curriculum is not important; however, research has clearly and unequivocally shown that high engagement enrichment experiences do in fact, contribute to higher achievement scores "and" they also make school more meaningful and enjoyable for students (Dotterer & Lowe, 2011; Greenwood, 1991; Reyes et al., 2012, & Wang & Holcombe, 2010). In this article we present a strategy that teachers can use for achieving some balance between the required curriculum and a way of infusing enrichment activities into standards driven material. Teachers who have used this technique have commented about how it has made them feel more creative about their teaching and more like professionals rather than mere purveyors of other people's material. Some examples of exciting ideas developed by teachers are provided to illustrate how the technique has been used.