Independent schools possess unparalleled potential to address the need of gifted students as a result of their typically autonomous nature. Small school size and admissions data lend themselves naturally toward differentiated and individualized instruction; however, the mention of articulated programming for gifted students in heterogeneous independent schools appears absent in leading field or gifted education journals. Based on a Midwestern study and a review of the limited research, this session examines the state of gifted education in independent schools and identifies recommendations for future professional development for teachers, program coordinators, and administrators.