Social, physical, emotional, and cognitive developmental rates for gifted children do not correspond to each other and--except for physical development--do not necessarily correspond to age peer norms. Giftedness itself causes asynchrony; that is, it causes children to be out of sync with other components. In the classroom, the teacher is interested in cognitive asynchrony that occurs both between different content areas and within a single content area, especially when the content area is in the student's area of giftedness. This latter kind of asynchrony may be less common, and it is certainly more difficult to diagnose and treat in the classroom. The focus of this article will be asynchrony in terms of academic development seen in elementary children in third- and fourth-grade self-contained classrooms for the gifted. After a general discussion, particular attention will be given to individual cases of asynchrony "within" a content area. How do teachers find it? And, once found, how do teachers deal with it?