As the field of gifted education has grown so too have the number of organizations and resources serving gifted children. Their prevalence across the United States varies from region to region but organizations for gifted children and their families are available to those who want to be involved. The Internet has exponentially expanded the interconnectivity between researchers, educators, and parents and changed the way in which advocacy occurs, especially with the use of social media including blogs where information can be exchanged in real time. However, in a time where printed journals, newsletters, postal mail, and annual meetings were the main conduits of information, two organizations emerged as leading advocates for gifted children: the American Association for Gifted Children (AAGC) and the National Association for Gifted Children (NAGC). By the mid-1950s, these two organizations had become prominent in the United States and were working to advocate for the nation's most talented youth. This article provides an explanatory history of gifted education from the period between 1940-1960. The authors conclude that gifted education organizations continue to take "vigorous interest" in gifted children, but this level of interest remains out of necessity. They caution that education for gifted children remains a low priority for policy makers requiring parents, educators of the gifted, and researchers to collaborate on behalf of gifted children.