Films touch our emotions, ignite our imagination and curiosity, and establish lifelong memories. They transport us to new worlds, help us recognize differing perspectives, and suggest positive change. Films engage students in social and emotional awareness and can open a portal into ways that smart young people can better understand themselves. Some academically talented students face challenges above and beyond typical developmental issues faced by peers due to their exceptionalities (Dole & McMahan 2005; Hébert & Hammond, 2006; Milne & Reis, 2000; Wilson, 2004). Some of these challenges include perfectionism, motivation, emotional sensitivity, empathy, resilience, advanced moral maturity, asynchronous development, twice exceptionality, and underachievement (Hébert & Hammond, 2006; Hébert & Speirs Neumeister, 2002; Milne & Reis, 2000; Reis, 2018). Additional and unique challenges also arise with gifted girls and women, such as a search for identity, lack of family support, stereotyping, self-doubt, self-criticism, absence of role models, and lowered cultural expectations (Hébert, Long, & Neumeister 2001; Reis, 2001; Reis, 2018). To address these challenges in a school or home setting, educators and counselors may suggest guided viewing of high-quality films. This article provides a practical approach to implementing guided viewing of contemporary films for gifted elementary and middle school girls.