This study documented how individual differences in personal experiences, cultures, learning styles, and interests affect the demonstrated abilities of children who are gifted, based on qualitative case study research with five children from early childhood classes at the University of Denver's Ricks Center for Gifted Children. Information was obtained from classroom observation, school records, and parent and teacher interviews. It was found that general intellectual abilities, specific aptitudes, nonintellective traits, and environmental factors combined in unique ways for each child. Two characteristics were displayed by all five children, a depth of understanding and strong memory skills, and these characteristics demonstrated the factor of general intellectual ability. Special aptitudes were demonstrated in the specific areas such as mathematics, language, and art. Nonintellective traits were exhibited in personality differences, while environmental factors were illustrated in language and cultural differences. Other traits assessed included: language/verbal, visual/spatial, fine motor, social, interests, perfectionism, and introversion. It is concluded that gifted programming should be individualized to fully maximize the child's abilities. (Contains 32 references.) (SW)