This article acknowledges Kazimierz Dabrowski as a foundational influence and inspiration for our work in supporting the development of highly gifted individuals. Our intention is to help disambiguate the ways this farsighted theory of global human development can be employed in uncommon and atypical profiles in the gifted population. Our focus is a case study of a 7-year-old boy who, although not initially identified as being gifted by his school, clearly exhibits characteristics of higher developmental potential. He provides a context to consider the unique and multifaceted pathways of those individuals that appear to be equipped for accelerated development, as defined by Dabrowski. The dynamic, interactive nature of development that is full-spectrum is emphasized, and a broader view of the meaning and purposes for an individual's behaviors is considered. Dabrowski's theory affords new ways of looking at classroom practices, teacher-student relationships, and the roles of the counselor, psychologist, psychiatrist, and parent in responding to the needs of gifted children.