The authors highlight challenges that gifted individuals may encounter in their career development and propose a theory‐informed career counseling framework to help guide them through the process. Special consideration is given to issues that may be salient for gifted individuals in career counseling sessions. Uncontrollable factors that might influence their career decision making, including socioeconomic status, race, gender, and sexual orientation, are also addressed.

Although the long-term impact of early entrance to college has been examined, one issue that has received inadequate attention in the gifted education literature is how students enrolled in early-entrance programs adjust during their first semester of college, which is arguably the most critical juncture for them in terms of their transition from high school. The purpose of this study was to identify the unique academic, social, family, and transition issues that challenged the inaugural class of the National Academy of Arts, Sciences, and Engineering (NAASE), an early-entrance program at the University of Iowa. Through the use of in-depth interviews, behavioral observations, and student and parent surveys, a rich picture of the students' satisfaction and challenges with their first-semester college experiences emerged. While the primary aim of this research was to examine the NAASE students' first-semester adjustment, the study also served to evaluate the effectiveness of the NAASE program from the students' perspectives.

If the academic needs of the most profoundly gifted students can be met through the use of existing educational practices, specialists in gifted education can assume that the educational needs of less able, but still academically talented, students can also be met by using some combination of these strategies as well. This paper illustrates the feasibility and effectiveness of utilizing an individualized educational approach with gifted students by highlighting the unique educational paths taken by two of the very ablest math prodigies identified by Dr. Julian Stanley through the Study of Mathematically Precocious Youth (SMPY) since its founding in 1971. Interviews with Dr. Terence (“Terry”) Tao and Dr. Lenhard (“Lenny”) Ng, now both highly successful mathematicians, are presented in their entirety, demonstrating that even among the very ablest, strategies can be tailored effectively to the characteristics of each student through a combination of creative planning and the cooperation of parents, educators, and mentors.

Although there is a growing body of literature on counselor impairment, the topic of supervisor impairment has surprisingly been overlooked. The author explores the implications of working with an impaired supervisor at various levels of counselor development and discusses some of the critical factors that may influence how a supervisee decides to handle this problem. In addition to discussing the misuse of power by the impaired supervisor, other factors (e.g., the nature and severity of the supervisor's impairment) are also discussed. The author presents an ethical decision-making model that can be used to guide the counselor trainee through the arduous process of determining a viable course of action.

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