This article compares the way the United States deals with its low-income gifted students with the methods Finland, Japan, and Singapore implement for these pupils. Four components of gifted education were used to compare these nations: the methods for identifying gifted students, each country's gifted education policy, the educational opportunities for low-income gifted students, and the concerns each nation faces relating to the education of gifted pupils. The conclusion focuses on the practices Finland, Japan, and Singapore implement that would benefit low-income, high-ability students in the United States.