This paper discusses issues relevant to gifted children's readiness for school. It raises a number of questions that challenge thinking about what is meant by school readiness. Gifted children can often be ready for school entrance before the age traditionally considered appropriate. Their complex developmental profiles challenge accepted notions of school readiness. Questions and issues pertaining to how giftedness is defined and nurtured, determination of social-emotional readiness for school, and development of giftedness across the life span are considered for their educational implications. Findings from developmental psychology on transition points in development, predictability of intelligence, and motivation to learn are presented as a framework for thinking about educational policy and practice that best support young children with learning profiles that include advanced levels of development. Questions raised also constitute directions for research on a topic that lacks a solid research base. (Contains 1 footnote.)