As one considers the possibility of an instructional balance, it is evident that the topic of standards and creativity offers two opposite spectrums of thinking. When determining how to equalize standards and creativity, it is essential to examine each component in relation to the needs of gifted learners. In this article, the author examines how to integrate creativity in a standards-based system and discusses the benefits of balancing standards and creativity. The author also describes three components, including teacher behavior, learning environment, and instructional strategies, that may be used to achieve this equilibrium, and offers several strategies in implementing creativity in the classroom in order to balance instruction.