Why do so many gifted youngsters stop working hard as soon as they encounter real challenge? These children are happy to spend time at tasks where they knew they will do well but balk at situations for which success may not be guaranteed. In early grades, a gifted child is often praised for his/her innate abilities. Many adults believe that it is important to tell their kids that they are smart. The child may perceive that being gifted equates to doing things easily. Students may also conclude that teachers, parents, and peers expect them to be perfect at all times. This mind-set diminishes risk taking behavior, creating situations in which students demand that success is guaranteed ahead of their willingness to actually do the tasks they are expected to do. This article offers suggestions for teachers on the appropriate use of praise to gifted children. The author suggests that teachers should focus their praise on the value of the student's effort; should avoid predictability; and must encourage students as they struggle with learning.