While serving as the Executive Director of the Indiana Academy for Science, Mathematics, and Humanities, the author came to realize that the parents, faculty, staff, and students associated with the school seemed to have relatively dichotomous views about gifted education. This led to a study of the faculty and students attending both the academy and the university's lab school wherein the academy students take classes and interact with the intellectually gifted students from the lab school. More than 340 supporters of gifted education completed the questionnaire. In this article, the author reports on the different preferences of two groups that support gifted education.