Implementing programs for gifted students requires solutions on multiple levels of the education system. In this article, Heinz Neber suggests streamlining the topic with five interacting, systemic levels. Each level requires its own definitions and clarifications. These should be coordinated and prioritized according to prominent goals and society- and culture-specific political objectives. The resulting vertical alignment between different levels and types of schools will enable smooth transitions in passing through the system from kindergarten to higher education. If a teacher recommends skipping a grade or another form of academic acceleration that requires transferring to a different learning environment, he or she must ensure that the new school or class includes a focus on educating the gifted, where the chosen student will be able to apply his or her preferred learning style and will be accepted by both peers and teachers via a corresponding, positive social-emotional atmosphere.