In her 1970s research at Hunter College Elementary School, Gertrude Hildreth discovered that the best way to explore gifted children was by observing these children in the educational setting. Many researchers usually expound on what should be done for gifted students, yet Hildreth found that much can be learned by formally observing gifted students. Hildreth's observational, qualitative research provided educators of the decade with practical suggestions that could be applied in classrooms of the gifted. The researcher believed the best way to implement a new gifted program was by seeking out apparent successful programs to observe their strengths and weaknesses. Hunter College Elementary School was a center of experimentation in the education of gifted children. It served as a center of information about gifted individuals, a training ground for teachers of gifted individuals, and consultant to other like-institutions. The school made great strides in educating elementary age children. Hildreth investigated the following areas: curricular goals, basic skills, atmosphere of the classroom, integration of subject matter, democratic setting, cooperation of community, adjustment of students, and adjustment of teachers. Hildreth advocated there needed to be more continuing research in this area. What Hildreth recommended for gifted programs, she also made the same recommendations for regular education programs. Based on Hildreth's research findings, the writer of this article discusses the following: the gifted child needs a special environment (in and/or out of the regular classroom), as would any special needs student with an I.E.P would require. Hildreth's checklist used in her research for locating a quality gifted education program is still today a timely and helpful instrument for choosing a solid and worthwhile gifted program for gifted youngsters who may very well become America's leaders of tomorrow!