Definitions of giftedness developed in the USA have included both creative and leadership giftedness for over 40 years, but there has been relatively little empirical study of the implementation of programming in either of these areas. Because gifted education practices in the USA may provide models for the development of these practices in other countries, it seems important to evaluate the presence and content of programming in creativity and leadership in the USA to develop an understanding of what strengths and barriers these aspects of giftedness may face in other settings. In this pilot study, I examined gifted policies to identify US states that would be highly supportive of programming in leadership or creative giftedness. I then searched systematically for evidence of such programming on the gifted education pages of district Web sites within two of these states. Findings reveal that a widely varied level of detail is provided online at the district level; while there was at least one strong description evident in both the creativity and leadership areas, these were the exception rather than the rule. Further study is needed to confirm and extend these findings.