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What happens when a gifted child grows up? Educators, parents, researchers, policy makers, and counselors spend a considerable amount of time planning for, and attending to, the educational, cognitive, and socioemotional needs of gifted children, but for what purpose? To ensure the gifted child is adequately intellectually stimulated during childhood and that his or her social and emotional needs are met? Do we also have a bigger end goal? Many in the field of gifted education would argue that we want to prepare gifted children to meet their potential and to be capable, productive, successful, happy, and even eminent (Subotnik, Olszewski-Kubilius, & Worrell, 2011;Subotnik & Rickoff, 2010) adults. But, how do we know gifted education has met these goals? If we accept that gifted education has a larger purpose than the day-to-day activities, projects, and homework assignments that come along with a gifted program, we must also accept that gifted children grow up. "It's not as though these former children slough off their giftedness like discarded skin at the age of sixteen or eighteen or twenty-one. Gifted children do grow up, and they become gifted adults" (Jacobsen, 1999a, p. 9). Yet we know very little about what happens once a gifted individual graduates from high school (Rinn & Plucker, 2004), and even less about what happens when a gifted individual "grows up."Over the past two decades, a number of provocative book titles regarding gifted adults have appeared in mainstream media that attempt to answer some questions about the lives of gifted adults:

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Women are clearly underrepresented in aviation. Research must be accomplished to determine which factors influence women, once they have indicated a serious interest in an aviation career, to stay in collegiate aviation programs or to leave. Addressing the issue of women's retention in aviation is one way to help address the growing commercial pilot shortage, while moving toward gender equity in this critical, national industry. Projected shortages in the commercial pilot population, coupled with the low representation of women in career pilot positions, suggest that aviation education and training institutions should re-examine the structure and organization of the aviation knowledge transfer process. Classroom enhancements could improve education methods to make them more efficient from the perspectives of increased knowledge retention, improved application to broader subjects, and reduced loss to attrition of viable pilot candidates to enter the commercial pilot workforce. This study examines how aviation education can best serve the aviation student's learning style needs. The study looks at learning style theory, from the viewpoint of the wide diversity of aviation learners who are dominantly visual, auditory, or hands-on, tactile, or kinesthetic learners, and how women's learning styles are pivotal to their success and retention in collegiate aviation. By exploring how people learn best, and then providing those learners with the tools to maximize their dominant learning styles, the next generation of pilots, both women and men, should be better prepared to enter the aviation industry and help reduce the projected commercial pilot shortages.