The paper considers difficulties facing black gifted children and examines the importance of language variability, classroom management, and learning to think. The nature of Black English is explored with various viewpoints of its origins, and suggestions are made for dealing with the special needs of students who have inadequate mastery of standard English. Research on aspects of classroom management is reviewed, touching on such topics as values clarification and learning centers. The author suggests that the teacher of black gifted children should possess: (1) precise use of the mother language; (2) the ability to use variable English as a positive tool; (3) flexibility; and (4) understanding of the diverse cultural and socio-economic influences affecting such students. The ability to think critically is emphasized, and approaches to encourage critical thinking are briefly mentioned, including getting students to ask thought provoking questions; using newspapers, magazines, and television as learning tools; and encouraging discussion of current events. (CL)