Curricular reform is an intense process. Broad-based reform--like that at the statewide level--takes on complexities that may not be easily predictable. Two states, Texas and Florida, with a large diversity of gifted populations, learn from each other as they experience creating curriculum standards for their gifted students. This article addresses the issues and dilemmas faced when committees of gifted educators in both states began redefining and designing their gifted curricula. It follows Texas through the process of developing a scope and sequence and a parallel approach with Florida's design of the curriculum frameworks for K-12 gifted learners. The approaches taken by these two states, with different paths to accountability emphasizing rigorous outcomes for gifted learners, are described in detail. (Contains 3 tables and 1 figure.)