The implementation of gifted programmes in the 1970s provided a way for school divisions to circumvent many of the aims of desegregated schooling as called for in "Brown v. Board of Education." This study examines the implementation of one such system in a Southern school district that saw schools close rather than integrate in the years preceding the founding of a segregated gifted programme known as Quest. Additionally, the study situates the founding of this gifted programme in a national social and legal context involving fears of educational stagnation and white flight from public school systems. Using primary and secondary sources, this study highlights the attitudes of national policymakers at work in the 1974 reauthorization of ESEA, which significantly limited school divisions abilities to integrate while also providing funds for gifted classrooms that segregated 'exceptional' children using racially and socioeconomically biased measures.