In recent years, specialized schools have become far more visible in the public domain, and with that visibility comes a responsibility to share what such schools provide for their students and to the education community (see National Research Council, 2011). The editors of this issue elicited responses from a set of authors representing five different models of selective science high schools to a number of prompts that ascertain the contributions specialized high schools make and could make in the future to the development of academic talent. These prompts asked authors to describe the following: (1) The school's vision, goals, and/ or mission; (2) The selection processes, how/if they prepare students for admission into the school, and how they prepare newly admitted students for entering their specialized environment; (3) Specific attributes or components of the school that nurture enrolled students' ability to fulfill the school's vision, goals, and/or mission; and (4) How they use data to reflect decision making about each of the above items. The article proposes that specialized schools be viewed as incubators for talent development (Almarode et al., 2014). Talent development involves identifying and promoting domain-specific abilities (e.g., the sciences or mathematics) into competencies that lead to emerging expertise. The long-term goal of talent development is preparing individuals for path-breaking careers in domains that contribute to improved societal health, welfare, and beauty (Subotnik, Olszewski- Kubilius, & Worrell, 2011). Meeting short- and long-term goals requires both the provision of opportunities on the part of the school, as well as complicit commitment from the participating students.