While people have learned much from special education about using an array of services, from the least restrictive to the most restrictive learning environments, public schools still base many instructional decisions on a child's chronological age. Are the child's interests best served by being grouped all day solely by the number of years lived? What does a gifted child do while he waits for everyone in his age group to catch up? For gifted students, the most restrictive environment is often the regular classroom, even when differentiation is incorporated. What are the best ways to meet the needs of gifted students in grades K-12? Educators from the Northside Independent School District (NISD) asked many questions as they examined their Gifted/Talented (G/T) and enrichment programs. Fortunately, the state offers Texas educators some guidelines in answering those questions. The "Texas State Plan for the Education of the Gifted and Talented" requires that school districts offer three types of service components: (1) Identified G/T students must work with others who are not identified as gifted; (2) G/T students must be given the opportunity to work together as a group with other identified gifted students; and (3) The G/T student must be given time to work alone. Notice that these services range from the most restrictive environment (the regular classroom) to the least restrictive environment (individual services). Therefore, each school district must provide an array or continuum of G/T services. Believing that all students need a variety of approaches, the school district decided to make certain all children are a part of the picture in the array of offered services. This article takes a look at the NISD G/T & enrichment program pyramid. (Contains 1 figure.)