This paper examines issues concerned with the administration of programs for gifted and talented students, especially those in Ohio. The problem of defining giftedness is considered noting expansion of the Ohio definition to include 12 percent of the student population of which only 48 percent are currently being served by any special program. Economic and political concerns about the role education for the gifted should play are discussed and criticisms of gifted programs (e.g., curriculum is often disjointed and fragmented) identified. Alternative approaches to serving the gifted are briefly compared including pull out grouping practices, serving gifted students in the regular classroom, teaching creative thinking, and compacting the regular curriculum. Other specific administrative concerns are addressed including staff development, program image, evaluation of programs for the gifted, and counseling for gifted students. Programs for the gifted are seen to positively impact regular education. Administrators of programs for the gifted are encouraged to collaborate with other educators to gain their support. (DB)