Because of recent criticism of the use of standardized tests to identify gifted individuals, the focus for identification of gifted adolescents has shifted to acceptance of three interrelated aspects: (1) above average ability; (2) task commitment; and (3) creativity. It is now recognized that talented individuals will only do well in circumstances that encourage development of their talents and offer emotional support. Unfortunately, many misconceptions about the gifted and gifted education persist, and many adults have difficulty dealing with immaturity in gifted adolescents. Although evidence is growing that gifted adolescents are more likely than others to reach adulthood without emotional or psychological difficulties, there often arise problems such as intensified stress, peer pressure, and conflicts between talent and societal expectations (particularly with girls, who are expected to conform, and be neat and quiet). Also important, especially in Australia, is identification of a broad concept of giftedness, which would provide opportunities for girls, aborigines, students from non-English speaking backgrounds, and poor and rural students. A number of projects are being undertaken in Australian states to reach, encourage, and support a wide variety of gifted students. A checklist used to identify gifted underachievers, a needs assessment questionnaire, and 48 references conclude the document. (SKC)