The Johns Hopkins University Center for the Advancement of Academically Talented Youth and Duke University's Talent Identification Program are used as examples in this examination of the development of educational support systems in the identification and education of mathematically, scientifically, and verbally able youth. The educational support systems consist of four key initiatives: (1) a program policy statement; (2) an annual talent search and recognition process for seventh-grade students in public, independent, and parochial schools; (3) supplemental academic programs for precollegiate youth; and (4) a research agenda. Academic program support involves: coordination with regular school programs to provide credit or advanced placement, by-mail programs, an advising and advocacy service, international initiatives, young students' classes, minority outreach and access, consultation services, student/teacher recognition and training, and a parent outreach network. A reaction to the paper by Stephanie Marshall discusses fundamental philosophical premises of talent search programs and describes the Illinois Mathematics and Science Academy, a 3-year residential school for gifted students. In addition, John Conger offers observations on talent identification and education