Research, programming, and social policies focusing on children and youth with high potential have a long-standing history. Faster-paced learning for bright students is documented as early as the mid-19th century. Systematic research on intelligence, creativity, and psychological dimensions of talent has grown steadily since Lewis M. Terman instituted his longitudinal study of high-potential children in the early years of the 20th century. However, specialized graduate education for teachers of these young people is a relatively recent innovation. There are few common expectations for gifted education teachers from state to state. Programs tend to be focused on the graduate level for the most part; however, there are pockets of preservice opportunities. Some universities and colleges offer programs resulting in a degree with an emphasis on gifted ...