To determine whether having a program is sufficient one must first define what is meant by "program." If by program one refers to the pullout program in the elementary school, or the afterschool enrichment program in the middle school, or the Advanced Placement program in the high school, or the hockey program, then certainly having a "program" is not sufficient. If, however, one refers to a comprehensive set of responsive services spanning grade levels and subject areas, providing a variety of well-conceived opportunities to different students who have potential talent in many different domains, then such a program would not only be sufficient but could also serve as exemplar for others. Rather than simply identifying young people as gifted for placement in the "program," a variety of services must exist both to serve students whose strengths and talents are obvious and to develop strengths and talents among students whose talents remain hidden or undeveloped. This requires not only a continuum of services but also levels of services. In fact, the more services and the wider their variety, the more likely educators are to develop, recognize, and reach the talent and potential talents among the young people they are charged with educating. In 2001, the National Association for Gifted Children published annotated program standards, providing school personnel with guidelines for exemplary programs. In 1994, Renzulli proposed such a continuum, and recently this author and her colleagues updated and expanded it to include direct services for gifted students "and" services designed to discover and develop talent among a wider array of students at all levels. The author suggests that this continuum be viewed as an organizational guide, and services added as they are developed, identified, and studied. (Contains 1 table.)