A contributing factor causing both the attrition and underachievement of gifted students of cultural, linguistic, economic, and academic diversity is the lack of readiness the students have in order to participate in a differentiated curriculum once they have been identified. The Bridge Curriculum (K-8) introduces the meaning of scholarliness and scholarship as students learn how to make the transitions from the academic and affective expectations of the core or regular to the differentiated curriculum. Some examples of the transitions include: from convergent to divergent questioning, from focusing on facts to big ideas, and from teacher–directed to independent study.