The author's 12-year-old 8th grader took the bulk of his courses at their local high school. To maintain contact with his age peers, he was bused to the middle school two days a week to eat lunch with his friends, practice in the school band, and take gym and health classes. This was part of a succession of unique acceleration strategies created each year. The efforts to accommodate his academic needs within their school system were born out of a combination of circumstance, luck, and cooperation. Though the path was not always smooth, her son was well served academically in their town. And through it all, with willing and, at times, not-so-willing teachers and administrators, the author and her husband came to realize that a child's intelligence alone is likely not enough. It is also helpful if the child possesses social awareness, humor, and confidence. The author and her husband feel extremely fortunate about the experience provided by their school system. Their community has a wide spectrum of income levels, and they think this diversity contributes significantly to the tolerance that is evident in all of their town's school environments. The educational experience for their son engendered a heightened awareness of the process of change and compromise, helping him develop as an individual and maintain a healthy attitude in many other areas of his life. He is now a senior who has essentially exhausted his high school's courses. Yet, with the consideration and endorsement of current administrators he is able to pursue independent studies with outstanding teachers, a college course, and an off-campus internship while remaining active in high school activities.