This paper reviews Lev Vygotsky's theories concerning optimizing of potential through assistance, support, or instruction. The paper notes that there is a "zone of proximal development" or a band around intelligence quotient (IQ) scores reflecting one's true potential. IQ tests are generally well-standardized and "static," meaning that the administrator does not help the student in any way. Such influences as anxiety, fatigue, choice of test, and language difficulties may influence students' test-taking outcomes and thus impact on their identification as gifted. Components of a program that would maximize the growth and development of gifted students are outlined, including: mentoring, planned outside reading, individual tutoring, parental involvement, community involvement, support systems and networks, specifically planned homework assignments, the use of humor, emotional education, personality development, dynamic assessment, and minimizing roadblocks to achievement. (Contains 12 references.) (JDD)