Leadership has been retained in the federal definition of giftedness, across major revisions, since its inclusion in the Marland Report (1972) definition more than 30 years ago. Despite this history, there appears to be little consensus regarding the relationship between leadership education and education for talented and gifted youth. This review analyzes publications about leadership education among talented and gifted students since 1980. Four major emphases are identified within this literature, and empirical articles within each area of emphasis are summarized and critiqued. Analysis confirms that a consolidated theoretical framework for leadership giftedness has not yet materialized, although limited consensus may be emerging regarding the aspects of leadership that are more or less responsive to instruction. Findings suggest that more research may be needed to justify retaining leadership ability within the federal definition of giftedness. Three suggested directions for future research on youth leadership giftedness are extrapolated from this foundation.