In the gifted community, many voices offer research, information, and advice on what gifted children need. University professors who study gifted children share their findings through research, published articles, and books. State gifted education associations and the National Association for Gifted Children (NAGC) publish important information for use by parents, teachers, administrators, and legislators. Knowledgeable teachers, gifted specialists, counselors, and administrators provide answers to the many questions that come with being a gifted child or a parent of a gifted child. However, the voices of two groups--actually, very important groups--are the gifted students themselves and their parents. What do the voices of these two groups tell us? Why do we need to listen? This article describes a program in Texas that annually brings approximately 300 gifted students together for a three-week experience of accelerated, enriched, and service-based learning. During the first summer of their program participation, all students must take a course called "Perspectives." Students in the "Perspectives" program in the summer of 2015 were asked to write a letter expressing what they would like to say to their teachers about their needs at school, and parents completed open-ended questions which asked them--as a parent of a gifted child--to express their needs to teachers, administrators, and the school counselors, and to provide advice they would like to share with other parents of gifted children. This article shares the themes from the children's letters, which include requests for more challenging work, the opportunity to learn by doing, and more social-emotional support. Parents articulated a desire for more challenging work in the classroom, a quicker pace for their gifted children, and social-emotional growth. The advice that parents provided for other parents and teachers is included. An additional section describes ways to support student needs.