When individuals are identified, especially children, as gifted in one or more domains, what they know about the domain (e.g., school achievement) and their ability to learn about that domain more rapidly or more thoroughly than other individuals (e.g., school aptitudes) is often the focus of concentration. But gifted adults are usually identified as such by the leadership roles they take in their fields, not by how quickly they learned about their fields. For example, in the field of gifted education, one does not attain eminence by memorizing a textbook on theories of and facts about gifted education, or by solving puzzle-like IQ-test problems that predict how rapidly or thoroughly one will be able to learn the contents of that book. Instead, one attains eminence by leading the field with one's ideas. If one thinks of some of the most eminent people in the field of gifted education, one knows they got to their positions not by demonstrating high scores on tests of knowledge of books on gifted education, but by being leaders with their ideas about how to educate the gifted. The goal of this article is to argue that giftedness in leadership is, in large part, a function of creativity in generating ideas, analytical intelligence in evaluating the quality of these ideas, practical intelligence in implementing the ideas and convincing others to value and follow the ideas, and wisdom to ensure that the decisions and their implementation are for the common good of all stakeholders. The model is referred to as WICS--wisdom, intelligence, creativity, synthesized--although the order of elements in the acronym is intended only to make it pronounceable (Sternberg, 2003b, 2003c; Sternberg & Vroom, 2002).