This paper briefly outlines the history of gifted education programs and identifies factors working against gifted education. It describes gifted program options and presents arguments for and against each option. The paper then presents the arguments of several critics outside the gifted education field who severely criticize the very presence of programs for the gifted. These argument focus on such beliefs as racial inequalities caused by gifted programs, lack of increased achievement, use of cooperative learning as a substitute for gifted education, and negative impact of gifted programs on the education of average and below average students. The counterargument is then made that special classes for gifted students do not create a culture where less is expected of and provided for students who are not gifted; rather, that these lowered expectations are caused by teachers who are uninterested in teaching and stimulating students. It is concluded that teachers can teach students at any ability level using creative instructional methods, critical thinking, and outside resources to stimulate the learning process. (Includes 26 references.) (JDD)