Since 2006, the Kolumbus-Kids project in Germany has been supporting gifted learners between the ages 9 and 12. Selected children from regional schools are invited to participate in courses dealing with biological problems and phenomena at university. In order to attend these sessions, they first have to pass a special performance test and a test on their knowledge of natural science. Giftedness is a difficult topic as it is often not acknowledged sufficiently. According to scientific research, a person's talent is not only genetically determined but also highly influenced by their social environment. In this context, inclinations have to be awakened, stimulated and supported--otherwise talent will waste away. The fact that a child has exceptional potential is part of what makes him or her gifted, but the child's environment determines whether this potential leads to achievement or not. This process is one of the most important tasks both parents and school should focus on (Stadelmann, 2003). Children with a low level of performance need special support, but so also do those who are very gifted. This is important both for their social wellbeing and for the development of their talent. Because of a lack of time and heterogeneous learning groups, it is difficult for teachers to support gifted learners in their regular classroom environment. This is why Bielefeld University created the Kolumbus-Kids project, the first and currently the only one in Germany concerned with biology didactics, aimed at supporting the gifted in natural sciences. Kolumbus-Kids participants intensify their knowledge (enrichment) by studying various biological topics and scientific methodology outside the classroom (external differentiation). Furthermore, they have the opportunity to pursue their interest in science with the help of competent instructors. Herein, the authors highlight the features of the Kolumbus-Kids project and demonstrate how it provides a lasting benefit by motivating gifted children and also future teachers. Regular school teachers also benefit as they are relieved of the challenge of dealing with the talented children's special needs. The project could influence teacher training as well as enabling more efficient teaching at school.