Currently principals are involved with a variety of programs offered in schools, such as IDEA, English Language Learners, Title I remedial services, migrant education, and gifted and talented programs. However, there is a growing recognition that gifted students are being poorly served by most public schools. The purpose of this study was to investigate principal leadership on gifted education in schools that were known to have high-quality elementary gifted programs. The participants of the study were two elementary school principals. Both principals were women who worked in remote and rural areas of Ohio. Results appeared to be affected by the demographics of the towns in which the schools were located. The size of the school and community impacted the delivery of services. Both principals made it clear that the attitudes and perceptions of their small communities affected aspects of how they administered their schools. Both principals recognized and encouraged the use of pretesting and compacting (one began as early as kindergarten) and differentiation in the regular classroom. These findings mean that services for gifted students should be part of the school's mission and be communicated clearly to the public.