In recent years, there has been an increasing interest in the topic of "highly intelligent" children in Turkey (Baltas, 2006; Bozdag, 2001; Bumen, 2002; Demirel, Erdem & Basbay, 2006; Goleman, 2007; Kocer, 2005; Kulaksizoglu, Bilgili & Sirin, 2004; Onay, 2006; Saban, 2005; Yavuz, 2001; Zohar & Marshall, 2004). However, the general understanding of "intelligence" seems to be the psychometric definition consisting of the logical, mathematical, and verbal intelligences supposedly measured by IQ tests. In the US, currently IQ score is the main determining factor in access to gifted programs (Ascher, 1992; Borland, 2003; Sapon-Shevin, 1994). A similar situation is observed in Turkey though such schools are not as widespread. The purpose of this paper is to examine the emergence of the psychometric definition in the West, look at its analysis through a Foucauldian lens (Borland, 2003) in order to increase awareness about what IQ really means, make suggestions for Turkey about the use of the tests and underline possible alternative approaches.