Meeting the needs of gifted students is challenging even in traditional contexts and settings. Well-known issues include a limited choice of schools, underrepresentation of certain populations, and, often, the lack of facilities and support for high-ability students. Imagine, then, the further complexities of high-ability Third Culture Kids (TCKs) whose lifestyles are marked by mobility and transitions across multiple continents and cultures. TCKs are defined as children who spend a significant period of their developmental years in a culture outside their parents' passport culture(s) and are typically children of international business people, foreign service staff, military personnel, and missionaries. Here, author Sylvia Yamada writes of her experience as a parent of two sons who, like other TCKS are being raised in a cross cultural, and highly mobile world as they or the people around them regularly come and go. Yamada suggests that in selecting the right educational setting for high-ability TCKs, parents should consider how the learning environment can address commonalities between gifted students and TCKs, including their: (1) Feelings of alienation in typical school environments; (2) Honest sharing of knowledge or experiences mistaken for bragging (causing TCKs to talk less about themselves or hide details about their lives); (3) Encounters with teacher duality (teacher either rewards or punishes students for their advanced knowledge); (4) Developmental trajectories different from the norm; and (5) Stronger reliance on close family relationships than peer relationships in school settings. The hope here is that suggestions provided in this article will help other parents of TCKs make informed choices. Additional resources are provided.