Education has seen its share of trends and movements that either help or hinder the optimal development of the gifted child. In 2001, Congress passed No Child Left Behind (NCLB) in a concerted effort to reach children who were not meeting minimal standardized goals of achievement. Response to Intervention (RtI) is yet another approach to ensure services for children who demonstrate special needs in the classroom. Neither NCLB nor RtI were designed with gifted children in mind. However, NCLB had sweeping ramifications for how money was spent in schools, and RtI may govern how gifted children--with and without accompanying disabilities--are identified and served. RtI is a regular education initiative, designed to provide additional learning support within all classrooms for students who fail to respond appropriately to regular instruction. Given the right adaptations for gifted children and appropriate teacher training, the RtI model has potential to fill the vacuum and increase appropriate differentiation for all children. However, emerging RtI programs raise concerns about the methodology employed in identifying and serving both gifted and twice-exceptional students. With RtI approaches as yet untested for the gifted, parents of gifted students need to monitor their children's progress with a clear understanding of how RtI typically works. Under RtI, teachers or teams--with or without special education professionals--identify a child's needs through ongoing classroom assessment and apply additional tiers of intervention as needed. In this article, the authors discuss RtI and how the gifted child, with or without disabilities, is likely to be affected.