This article provides further evidence of the often observed sensitive nature displayed by children who are gifted. It also addresses the positive and negative effects that this sensitivity can have on these individuals. Earlier, the authors explored this concept through an analysis of the works and life experiences of Geoffrey, aged 9, a prolific writer since the age of 5 years. Now, through a similar analysis of a second precocious child writer, Barbara, evidence of this heightened sensitivity and its effects are explored further. The importance of acknowledging and addressing this characteristic within the gifted population is made even more apparent. Implications for the parenting and education of individuals like Geoffrey and Barbara are discussed, placing emphasis on support of the child's heightened sensitivity as a first step rather than as an add-on. This support includes the provision of an environment where the sensitivity is acknowledged, celebrated, and expressed freely without judgment.