Most of the scholarship on gifted Black children focuses, legitimately, in a disproportionate way on underrepresentation, namely, identification and placement issues, barriers, and recommendations. Comparatively speaking, less attention has focused on socio-emotional (or affective) and psychological needs and development of these students. Furthermore, because the characteristics exhibited by African-American children are not the traditional characteristics understood, valued, and accepted in classrooms, their intellectual, academic and socio-emotional needs are rarely met. Considering the many culturally-based interests and needs that gifted children bring into the learning context, teachers of gifted African-American children must make changes in a proactive way. In this article, the author discusses the characteristics and needs of gifted African-American children and strategies that will develop, maintain, and/or enrich their educational experiences.