Today the author received the umpteenth parental request from a mother wanting help with her child who is reading far above grade level and yet remains in an on-grade-level reading group. The frustration from this and every other parent who has spoken to the author about this subject is palatable. Parents want what is best for their child, but in most of the cases she hears about, they have already talked with the teacher, the counselor, or the principal to no avail. One parent was told that even though her child was reading on a fourth-grade level in first grade, the teacher could only teach skills one grade level above the child's current grade. The author is flabbergasted how a teacher or principal can say those words with a straight face. She says what educators, legislators, and the general public fail to understand is that "gifted children" have special needs, too, and schools should be making every attempt to support those needs. Although there are national laws that require that children with special needs receive the same educational opportunities as all children, "there is no national legislation" that requires that children who are defined as gifted and talented receive the educational opportunities that they require. Assisting and supporting gifted and talented students is left to the states, and unfortunately, not all states see the need to support these special students. To change the current situation for students who are gifted and talented, the National Association for Gifted Children (NAGC) has provided several exciting toolkits for advocacy for the nation's brightest students. At the parent level, NAGC has produced an e-guide titled, "Starting and Sustaining a Parent Group to Support Gifted Children" that will assist parents and community supporters to begin parent and community groups that support gifted learners. NAGC also has created an "Advocacy Toolkit" for local and state supporters. Through the use of these tools, one can begin to make a difference for more and more children.