GT students are identified using traditional identification characteristics: verbal, nonverbal, and mathematical (reasoning). The Marland Report states that leadership is to be developed in GT students; yet leadership development through curriculum integration continues to be lacking in gifted educational programming. What's more, students in special populations who possess gifted leadership skills, but are not identified as gifted are not receiving the necessary training to develop their leadership, which ultimately would be channeled in positive ways. Strategies for developing leadership attributes for special populations to redirect negative behaviors into positive productive actions for their academic success are shared.