National leaders in the field of gifted education have voiced serious concerns regarding the effect of No Child Left Behind on gifted children. This article looks inside classrooms to determine if and how such concerns materialize in the "real world." A survey of selected teachers in various elementary- and middle-school settings in four Colorado school districts yields their candid commentary on the reality of practices that span socioeconomic and grade-level descriptors as well as their outlook on the future of gifted education. The respondents and the author then propose changes to assure that the nation's gifted children and their teachers receive the education and resources needed to allow both to achieve their full potential and effectiveness respectively.