To meet the needs of young gifted and talented learners, teachers need the flexibility to respond to individual needs without the stress of extra planning and preparation. Certainly, some planning comes into play. Engaging the gifts and interests of these students in a way that is also reasonable presents a unique challenge. One of the most practical tools in differentiation--the focus on content, process, and products--can simplify how teachers accommodate young gifted learners. Creating new learning experiences in this structured way can be freeing for teachers who want to do more but can't afford the time. Simple changes can turn a reading assignment into an adventure in poetry or storytelling. A fairly routine math problem can become a baffling puzzle that eludes all known solutions. One of the first needs of young advanced students is the freedom to learn at their own pace and level. In response, teachers can make small changes--for example, offering more difficult media or asking that they apply what they've learned to a different phenomenon. Even strategies such as compacting or tiered instruction that may seem time-consuming are open to variation. A creative interpretation of historic events can be as challenging as an accelerated program in math or science. In this article, the author describes how teachers can make learning more lively to young gifted students who want to feel curious, baffled, inspired, and even amused.