This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and ask for commitment from the field's stakeholders to long-range planning, fidelity with flexibility, and a collaborative infrastructure. (Contains 1 figure and 2 tables.)