In the absence of any one single internationally accepted definition of giftedness, New Zealand has officially opted to advise schools to develop their own definitions. How wise is this for a policy? Can we come closer to a definition that is sound in terms of research and that also reflects what is uniquely and essentially New Zealand? This paper looks at the two main approaches to defining giftedness and then seeks to consider them within the New Zealand context, taking into account our culturally embedded values and our commitment to equity of provision.