Dabrowski's theory of positive disintegration (K. Dabrowski, 1964, 1967, 1970, 1972, 1973) has been the subject of a number of research projects in the gifted field over the past 20 or so years. Most of this research has focused on Dabrowski's idea of overexcitability and has not discussed the broader context or implications of his theory or overall approach to personality development. This is like trying to appreciate a symphony orchestra by only listening to one instrument play. When researchers have attempted to give some background, information presented has often failed to represent Dabrowski's original material well. Initially, Dabrowski's English publications were difficult to obtain and it was sometimes a challenge for researchers to present an accurate portrayal of Dabrowski's overall approach. Now that Dabrowski's 2000 or so pages of English material are widely available, it is disappointing to see basic conceptual misunderstandings of Dabrowski's theory still appearing. In this article, the author challenges several statements in a recent article by Tieso (2007) about Dabrowski's approach.