This report describes the outcomes of a study that investigated how Chinese educators and researchers have implemented programs for the gifted in 11 elementary schools (28 teachers and 112 gifted students), in Taiwan. The most frequently used alternatives for gifted students in Taiwan were found to be separate classes and pull-out programs. A stringent examination is administered to all elementary school students in order to screen them for the most select high schools, which are similar to elite magnet schools that serve gifted students. The results of the study indicate that Taiwanese teachers struggle with many of the same problems as American teachers and list many of the same characteristics for gifted students. Chinese teachers saw the gifted as asking more questions, being more adaptive, more flexible, more confident, and more motivated. Like their American counterparts, the Chinese teachers talked about nongifted students bullying and taunting the gifted and were troubled by what to do with nongifted children who found their way into the gifted programs. The Chinese schools excelled by instituting uniform testing processes in all the schools to identify the gifted, with a heavy reliance on IQ tests. (Contains 14 references.) (CR)