Everybody is doing it: differentiating curriculum to make it deeper, broader, parallel, and more complex. No longer the private property of gifted specialists, differentiation is now a democratic pursuit of classroom teachers, curriculum specialists, and anyone else who subscribes to "Educational Leadership." In an era of competency-based tests that seek to measure schools and students on the lowest common denominator--"Who knows their basic skills?"--differentiation has become a beacon of hope for learners who require more than just the same old stuff. Like any bandwagon, though, differentiation needs to be noted as one piece in the very big puzzle of educational improvement. Without shifts in some related and relevant areas, however, differentiation is just another panacea that is no more likely to improve the school experience for gifted children than is changing one spark plug on an eight-cylinder car in hopes that the car's overall performance will improve. Yet, the author believes there is hope when it comes to "doing" differentiation appropriately. He states that proper differentiation of curriculum demands more than "doing": it also requires Heart, Outlook, Procedures, and Expectations (HOPE) that differ substantially from what are now accepted as adequate.