This paper summarizes the indicators of extraordinary ability in young people; selects for more careful scrutiny some characteristics of the talented and gifted that would influence the content, sequence, and methods of sex education; and suggests the broad outlines of a differential curriculum of sex education. Data documenting advanced physical, intellectual, emotional, social and creative development provide parallel inferences about the sexuality of a gifted population. Guidelines for differentiating sexuality curriculums include the following: (1) exposure to experiences, materials, and information which are outside the bounds of the regular curriculum; (2) opportunities to elaborate on the regular curriculum through additional working time, materials and experiences; and (3) self-initiated study, projects and activities. (Author)