In this article, the authors comment on two key issues that emanate from Anders Ericcson and his colleagues' manuscript: (1) the audiences that the authors address; and (2) the implications of their work for policy. The authors argue that in the imperfect world of limited resources, domain-specific abilities in combination with psychosocial characteristics and excellent teaching contribute to outstanding performance and the generation of great ideas. Domain-specific abilities, whether innate or developed through exposure, attract teachers seeking out proteges. In order to be great, however, an individual must go beyond his or her teachers. They contend that an individual's psychosocial and expressive dimensions are the variables that make the largest impact on a field or audience.