This paper is a literature review comparing the characteristics and needs of the average gifted child with the disadvantaged gifted child in four areas: (1) cognitive; (2) affective; (3) psycho-motor; and (4) special aptitudes. Numbered items indicate those comparisons that may be contrasted directly between the two groups. All other items are observations for which there are no apparent comparisons. The educationally disadvantaged gifted child has a particular set of characteristics and needs. While similarities with the average gifted child exist, the differences seem more pervasive. The disadvantaged gifted child needs to be recognized as an individual. Teachers who do not seek to build on the unique strengths of these children, but choose to make them into perfect molds of either the average disadvantaged child or the average gifted child, will be doing a great disservice to these children. Music education is needed especially for educationally disadvantaged gifted children. Successful musical experiences can produce the higher esteem levels necessary for these students to change their life circumstances. Music presents a subject matter of both immediate appeal and long-term relevancy for each of these students. They have observed persons from disadvantaged backgrounds achieving financial and societal stability in the areas of music and music-related occupations. Music education for disadvantaged gifted children may be the greatest opportunity for intellectual and emotional growth. Music is one of the most appropriate subjects for fostering individual and group growth for the disadvantaged gifted child. Contains 60 references. (Author/DK)