In "A Quality of Giftedness," Professor Joan Freeman reflects upon her long career working as a psychologist in England with gifted children. She gives particular attention to observations gained during the most recent analysis of her longitudinal study that was published in 2010 as Gifted Lives. This work provides an in-depth look at 20 of the original 210 children who participated in a matched experimental study which Freeman began in 1974 and studied at intervals with two analyses published in 1980 and 2001 to conducts the longitudinal study, Freeman independently verified qualifying criteria of the participants based on multiple assessment measurements, recorded interview data with the participants. She also took photographs to provide an accurate record of the subjects at each interval. As a result of her study, Freeman realized her view of gifted changed from one of rare incidence in the schools to one of more frequent occurrence. During her repeated analyses, she also found significant changes in the lives of the participants as they grew from children into adulthood. The three analyses during a time span of more than 35 years yielded observations that may have otherwise gone unnoticed in a study of shorter duration. A striking realization in her reflection emerged as a quality of giftedness among the gifted lives that she studied throughout her career. This response to "A Quality of Giftedness" discusses three questions within the context of Freeman's longitudinal study and subsequent reflection: (1) how is a quality of giftedness defined?; (2) who are the gifted with a quality of giftedness?; and (3) what are implications of a quality of giftedness for diverse societies? [This article is a response to Joan Freeman's "A Quality of Giftedness" (EJ1149563).]