The identification of the most capable students has been a challenge for school leaders. Although most states mandate that districts use multiple measures to identify students qualifying for gifted and talented programming, the issue often becomes that of defining and interpreting those "multiple measures." Gifted and talented students potentially differ from their classmates on three key issues: (1) the pace at which they learn; (2) the depth of their understanding; and (3) the interests that they hold. As an administrator in public education, this author discusses four key concepts involved in challenging the most capable students: (1) properly identifying gifted and talented students; (2) working with teachers to provide the most effective types of professional development to support the need for ideas and methodologies to best work with these students; (3) providing effective college planning and support for students and parents; and (4) gauging the overall effectiveness of the program.