In this article the author reports on a continued effort to evaluate programs for the gifted that includes examining the curriculum that is used, the ways it is implemented in classrooms, and the outcome data that districts have collected about its effectiveness. The author adds that the heart of program evaluation really lies with how effectively the district has handled curriculum questions. This article identifies and discusses six curriculum errors that school districts could evaluate in their efforts for improvement, and concludes that careful curriculum planning can negate the problems identified and ensure more effective curriculum for gifted learners from kindergarten through high school.