Psychologists working in the schools have an opportunity to affect in new and exciting ways the services they provide to high-ability students. A talent development framework offers a unique lens through which gifted services is conceptualized. The framework moves school psychologists beyond viewing giftedness and high IQ as synonymous to appreciating how talent in specific domains is identified, nurtured, and developed over time. In this framework, an appreciation for nonintellectual skills such as motivation, drive, and playfulness is viewed as important and complementary to high academic and cognitive ability. School psychologists can assume a leadership role in affecting gifted services in a variety of areas, including the following: assessment, consultation, counseling, collaboration, and work with high-ability students with coexisting disabilities.