The paper reviews programs for gifted students in various countries, with particular attention to definitions of gifted students, identification procedures, program offerings, and evaluation procedures. The paper examines these aspects of programing in the following countries (sample subtopics in parentheses): Australia; the Union of Soviet Socialist Republics (specialized secondary schools for the academically as well as artistically talented); Bulgaria (national contests in music, dance, and theater); Poland; Venezuela (experimental open classroom for curriculum enrichment); Brazil (educational camps for the gifted); Indonesia (priority to development in science and technology); Israel (enrichment centers, services for gifted disadvantaged students); Taiwan (enrichment); and the United Kingdom (active role of the National Association for Gifted Children). Concluding comments focus on similarities of issues and program efforts across countries. (CL)