Curriculum is the framework around which much of students' school experience is structured; it represents expectations for growth and learning and demonstrates what is valued within the learning environment. The degree to which curriculum is motivating for gifted students depends in part on the individual student and how his or her goals and values align with those in the environment. This article explores the interplay between the school curriculum and the motivations of gifted students to engage with it. Key concepts include achievement goal orientation, challenge and meaningfulness in the curriculum, and boredom and interest, with attention to the interplay among all of these concepts. A summary of recommendations regarding appropriate curriculum for advanced learners is provided.