This theme issue presents a variety of viewpoints on the topic of educational programs for gifted and talented students, in three papers by Anne Turnbaugh Lockwood. The first paper, "Beyond the Golden Chromosome," reviews the ideas of Joseph S. Renzulli concerning the definition of giftedness, use of the label of gifted, the need for identification procedures that go beyond test scores, and the need for schoolwide enrichment as implemented through enrichment clusters. The second paper, "The Ones Left Behind," presents the views of Mara Sapon-Shevin, who believes that singling out children for gifted and talented programs means that schools have given up on improving the quality of education for all students, that defining giftedness is irrelevant, and that gifted programs serve as a means of escape for schools from the pressures of vocal and influential parents. In the final paper, "All for Some Or Some for All?," James Vriesacker argues that the present structure of schools inhibits the kind of teaching that will achieve the desired effects, while gifted programs are ineffective in stimulating and furthering the talents of the target population. A commentary by Florence L. Johnson recommends that tracking and ability grouping be dismantled in favor of involving all students in active high-status learning. A list of 10 suggested readings concludes the issue. (JDD)