This article is neither a study nor a review; rather, it is a thought piece from a contributing editor concerning issues associated with the state of gifted child education, as it exists today in the shadow of the effects of No Child Left Behind (NCLB). The primary purpose of this article is to stimulate thought, discussion, and action concerning the effects of NCLB on gifted child education. Seven effects are highlighted, namely, a remedial, deficit-based emphasis; teaching what it tested; delivering a standard, one-size fits all education to diverse students; increased numbers of dropouts; educators afraid to teach; cheating; and unsubstantiated alternatives. A change in focus, questioning, and appropriate educational actions are suggested.