Whenever educators talk about raising achievement, grade-level standards are most frequently the end goal for student learning. But what about students who have already met some, if not all, of those standards and who master material quickly and in-depth? Advanced and gifted learners often languish in our schools because teachers don't have the time, training, or skills to adapt instruction to their needs. Teachers need to pre-assess students to see how far above grade level some students are, then differentiate instruction on the basis of what they've learned. This will involve some crucial components, such as flexible achievement grouping. (Contains 4 endnotes.)