Despite the national, state, and local emphasis on academic progress and standards, the curricular needs of the 3 million highly talented and gifted youth in the U.S. generally have not been embraced as a priority. In many high schools, academically precocious students are expected to progress on their own. The Individuals with Disabilities Education Act and the Carl Perkins Act require schools to educate students with mild disabilities in general education classrooms to the greatest extent possible; this legislation has provided federal funding for services to these students. On the "other side of the coin," educational services for gifted and talented students do not yet have similar mandates or funding as those for individuals with disabilities. Educational services for gifted and talented students in the U.S. vary dramatically from state to state, ranging from none to special self-contained classes. In this article, the authors discuss the characteristics of gifted and talented students, present two models for addressing their needs, and suggest a variety of strategies for adapting instruction for gifted students in business classes. (Contains 6 resources.)