Gifted students certainly present a unique set of challenges to the classroom teacher, but they generally do not require extra or different interventions in order to pass high stakes assessments. With the current focus on students with learning, emotional, or behavioral disabilities that hinder academic achievement, classroom teachers may spend less time developing differentiated instruction for gifted students than they spend for students with disabilities. In such circumstances, gifted students often find themselves grouped with the middle in classrooms, and there they wait for their peers to catch up, for their teachers to provide challenging content, and for their schools to address their unique needs. For decades, educators, parents and policy makers have dealt--with varying degrees of success--with the question of how to provide education for talented and gifted students. No one has yet outlined a Christian ethical framework for talented and gifted education. In this article, the authors offer a Christian framework for the ethics of gifted and talented education, drawing on biblical themes such as the differentiation of gifts among God's people, justice in the distribution of differentiated resources according to needs, and the communal purposes for which God grants his special gifts. They conclude by calling for instruction differentiated to challenge the abilities and needs of gifted students so that all might realize fully the talents and gifts God has bestowed on them.