While the American Council on the Teaching of Foreign Languages (2000) reported that only 1.3% of high school students currently take Latin, the College Board, which administers the Advanced Placement program, reported a 95% increase since 1993 in students taking the Latin exam for college credit. States like Virginia, for example, offer Latin for gifted middle school students in selected school districts, run a countywide summer program in a rural area of the state, and offer it as a regular option for elementary students at a college Saturday program. Moreover, each year the state sponsors a 3 week Latin Academy in which selected students have the opportunity to immerse themselves in the subject with classics professors from across the state. Latin has many hidden benefits that are not often explicated and, therefore, are not well understood. It is especially well matched to verbally precocious learners who have the capacity to handle abstraction and rigorous analytical activity. This article puts forth an argument for the optimal match of the subject matter of Latin for verbally precocious students at the secondary level, beginning no later than the middle school years. It delineates the major benefits for students of learning the language and links those benefits to a view of differentiation in curricula and instruction of the gifted. Furthermore, the article provides a blueprint for schools on developing a Latin program of study over the secondary years.