This article discusses the innovative minority. Gifted students differ from the average students. There are those who argue that the differences are a matter merely of quantitative degree reference studies of IQ scores, or SAT scores, which are clearly quantitative scales, and point out that gifted students appear at the top level of these scales and are thus part of a quantitative distribution. They merely have more cognitive ability than the ordinary student. Special educators have conceptualized a teaching process known as Universal Design for Learning (UDL) that can allow students with disabilities who have trouble learning the standard curriculum to have content presented in a modified fashion, perhaps with visual images to complement the usual verbal presentations. Those average students can be proud of their ability to master the Mendelian rules of genetics, but those gifted students who can manipulate DNA sequences can be of great import to the society as a whole! The author recognizes that major breakthroughs in science and art have come from a relatively few individuals. He refers to these few special minds as the innovative minority. There are, in fact, two levels of innovative minority, those who have the creative idea and a larger group who see the full import of the idea and apply it to their own area. The one thing everyone knows is that everyone can, through education, increase the number of persons in this innovative minority and increase the efficiency of those in this group. Every field from business to the arts to science can profit from the stimulation of this innovative minority, but that stimulation will not take place as long as everyone acts as though everyone believes the quantitative approach and keep the talented youths in lock step with the general education classroom and curriculum.