As educators of gifted students, the authors see more schools climbing aboard the differentiation wagon, and students who have been identified as cognitively gifted receiving services beyond logic worksheets. Everyone still has a long way to go, however. As classroom teachers become more familiar with characteristics of giftedness and begin to incorporate supplemental activities into their tried and true curriculum, many are reticent to even consider an offshoot of giftedness in the arts. Training in this area takes time, and implementation of identification processes and services may be daunting and time-consuming. The reality is that some people are gifted in the arts, and since all learners deserve appropriate education services specific to their individual needs, it is imperative that school administrators, educators, and parents recognize the importance of taking arts giftedness seriously. Children who have been identified as gifted in the visual and performing arts need both teacher and parent advocates. This article offers several ways advocates can help such children succeed.