For teaching gifted and other high-ability learners, the idea that understanding is more significant than knowing is nearly a no-brainer. Teachers are continuously looking for ways to raise the intellectual bar through classroom challenges that push these learners to extend beyond the factual knowledge base that is often the measuring stick of standardized state exams. But, how do we implement such challenges in ways that raise both the bar and the interest level of the learners? The Teaching for Understanding (TfU) framework addresses this issue, and this paper describes the introduction of TfU at an International Baccalaureate school in Florida. The framework engages the students, moving them into constructivist learning styles, while simultaneously leading the teacher into a clearer sense of how to assess student understanding. Blending thinking from both constructivist and understanding camps, this paper argues that such a pedagogy is far superior to simple methodologies and might be a great match for classes that mix gifted and high-ability learners.