With various research-based models on planning curriculum and instruction for gifted learners, it is imperative that evidence-based strategies are implemented to ensure progress toward student learning outcomes. The cases outline the issues related to planning a comprehensive curriculum that challenges the gifted and talented learner. Teachers of the gifted in rural school districts often face insurmountable challenges when it comes to providing adequate resources for their students. The limitations include higher costs, a shortage of resource materials, and a sparse population. There are numerous models of curriculum differentiation that provide flexibility and choice for the range of individual differences in the classroom. Models such as these show how content, teaching and learning processes, and products can be modified to meet the needs of gifted students. Student motivation to learn is enhanced when teachers respond to individual students' readiness, interests, and learning profiles. School personnel making decisions about the identification for services must be well-grounded in the pedagogy of gifted education.