The Actiotope Model of Giftedness (Ziegler, 2005) and the systemic theory of gifted education (Ziegler and Phillipson) shed light on the difficulties faced by gifted education in practice all over the world. The Actiotope Model emphasizes the importance of actions of gifted individuals and the interactions between individuals and their environment. If the excellence, exceptionality, or creativity of an individual can be understood as a result of one's action repertoire in a given environment, then the evaluation of a gifted education program should focus on not only the outcome or achievement of the individual but also the whole system, especially the actions of the individual, the interactions between the individual and his or her action space, and the support from his or her environment. In order to discuss gifted education from an ecological perspective, the reviewers employ the Wisdom Tree (WT) Model and describe how it grows up in its environment as an echo to Ziegler and Phillipson's systemic theory of gifted education. Like the Actiotope Model and the systemic perspective on giftedness, the WT Model also emphasizes the importance of environment and of the interaction between the intelligent individual and the environment he or she lives in. Creativity or excellence is a result of the accumulation of one's intelligence on a specific task within a certain period of time under a given condition or in a given environment. The Actiotope Model of Giftedness and the systemic theory of gifted education remind people of focus on constructing a proper system for gifted individuals. It is also very important for people to realize that learning procedures and interactions of gifted individuals with their family, school, peers, and society are just as important as their final achievements when people try to evaluate a special program for gifted children or students.