Gifted and talented children have cognitive and affective characteristics that set them apart from their more typical classmates. These characteristics may be particularly problematic in rural areas where stability, traditional values, small schools, and self-sufficiency can be at once a barrier and a support. This paper discusses the characteristics, needs, and identification of gifted learners, as well as the barriers and benefits offered to them by rural communities. Rural students as a group have different educational and life experiences than their urban and suburban peers. As a result, gifted rural students may be underidentified by standardized tests with an urban bias. Identification and appropriate instruction of gifted rural females are also influenced by social bias and stereotypical expectations. Barriers to gifted education in rural areas may include limited school finances, lack of qualified educators, problematic grouping arrangements due to the small number of gifted students, and problems arranging time and place of instruction. Strengths of rural communities may include small class size, which can make individualized instruction easier. Programming strategies for rural schools must include differentiation of the regular curriculum for all gifted learners. Rural schools are challenged to keep in mind the unique characteristics of their communities. Sharing resources and making use of technology can help schools provide the variety of instructional options needed by gifted learners. Strategies such as curriculum compacting and tiered assignments are two ways to differentiate that are easy to manage with small numbers of students. Use of the Internet and a variety of on-line activities can broaden experience that may otherwise be limited in rural areas. Contains 18 references. (CDS)