The paper suggests that schools often jump into gifted education programs impulsively without adequate planning and curriculum construction. It is asserted that gifted programing must adapt to its school and host community. The contributions of organizational development training in program development are noted. Curricular construction is three-phased: (1) development of program objectives from general to instructional goals; (2) selection or construction of appropriate curricula; and (3) evaluation. It is concluded that gifted/talented program demise is more frequently due to lack of organizational support or comprehensive evaluation strategy rather than to inappropriate or insufficient curriculum content. (CL)