The paper examines key issues in the future of gifted education, first noting the emphasis in the current literature on the need for restructuring the curriculum, particularly in science and mathematics. Findings regarding definitions of gifted children are examined, noting the frequent practice of arbitrarily identifying those dimensions of giftedness which should be nurtured. Questions are raised regarding the primary purpose of the education of the gifted, criteria for developing identification systems, the nature of experiences provided to the gifted, qualifications of teachers, components of a quality educational program for gifted students, and program evaluation. (CL)