Beliefs about the extent to which intelligence can be disentangled from achievement pervade both theorizing about the nature of academic giftedness and efforts to identify those children most likely to display it. I review some of the evidence that challenges common assumptions about the independence of these constructs. As in many other domains, experts hold views that differ markedly from those of novices. Most novices believe that ability is innate and achievement acquired, whereas experts see the two as different aspects of the same thing. A better understanding of the unique and common aspects of measures of achievement and ability can improve both how students are identified for inclusion in programs for the academically gifted and the objectives of such programs. (Contains 1 figure.)