Gifted students are often underserved because they do not have access to highly challenging curriculum. In October, 2002, Project LOGgED ON (www.scrolldown.com/loggedon/) at University of Virginia received federal funding from the Jacob Javits Act to tackle this issue. Those who were part of the LOGgED ON project developed advanced science curriculum for middle and high school students. The objective was to create a program of study that would be both accessible and challenging to gifted learners in disadvantaged areas, those with learning problems, and homeschooled students. In order to develop this curriculum, several factors were considered: (1) Special needs of gifted students; (2) Format and delivery; and (3) Advanced curriculum. Gifted students need academic challenges, access to intellectual peers, and opportunities to work at an individual pace. Learning must go beyond direct instruction and memorization of facts and formulas to include complex problems and issues. Ideally, students work with open-ended questions that have no right or wrong answers. It is important that gifted learners have access to content that is both deep and complex and also allows them to wrestle with real world problems in a professional manner. The developers of this particular project chose to create science curricula using a case-based learning approach. A case is a narrative, story, or scenario that introduces an ill defined, complicated problem. Students are given roles to play and asked to identify the problems, propose solutions, and defend their decisions. The case-based approach allows students to demonstrate understanding of the topic and apply that understanding to a possible real life situation. It is often used in medical schools, law schools, and business schools. In this article, the authors describe how case-based scenarios are used in this curriculum and the benefits this course offers.