Concern for at-risk learners forces the education of highly capable learners to take a back seat in traditional classrooms. Standard teaching and curriculum based on a pacing and sequencing method does not always allow students to accelerate. By definition, the term “gifted” illustrates exceptionality, often in intellect, creativity and leadership. Gifted identification suggests that an individual needs specialized services and programs that are not always addressed by traditional education methods. High-achieving learners need a challenging curriculum and specialized educators to succeed academically. Negligence in exercising one's exceptional character can often lead high-ability learners to harbor resentment, boredom, and frustration. Traditional teaching and curricula are not always structured to meet the needs of exceptional learners. Gifted education programs are essential for developing exceptionally talented students because of the individualized approach to each student's unique learning style. Self-contained classrooms for the gifted provide a structured environment that allows for social and intellectual growth unlike the traditional classroom. The flexibility inherent in the gifted program facilitates the gifted development of a high-ability learner through acceleration and enrichment. Self-contained gifted classrooms serve as a school within a school, separating exceptional learners from the traditional classroom and curriculum. This provides a more individualized approach to learning and teaching necessary to accommodate a gifted student's unique abilities and learning styles. Homogeneous classes of gifted students allow content, instruction, and environment to be adapted, creating facilitated intellectual and social growth through the inherent flexibility that adequately accommodates diverse learning styles. Highly gifted learners deserve the same monitoring and support as low-performing students. Gifted programs aim to provide an affective curriculum that challenges high-ability learners, whereas some traditional classrooms apply pace and sequence methods. Through a self-contained classroom for the gifted, one receives the individualized attention and guidance needed to reach one's full potential.Works CitedRefrencesAcceleration. (2004). Retrieved from http://www.nagc.org/index.aspx?id=383Delcourt, MAB, Cornell, DG, & Goldberg, MD (2007). Cognitive and affective learning outcomes of gifted elementary school students. Gifted Child Quarterly, 51(4), 359-381. from the research library. (document ID: 1390043111).