My work of research with the gifted children has been at all times fascinating intellectual as well as emotional experience. Ever so often I have wondered: what could be the feelings and emotions of those even more closely related to the gifted than myself, a researcher? How do the parents, the siblings, the teachers and the peers of the gifted feel? How do the gifted themselves feel about their giftedness? Some years ago, I did some research on gifted children and their parents, with the purpose of finding out more about the personality of gifted children and the inter-relations between them and their parents. But the children and their parents were given an identical battery of tests. Observing one family at work I saw them answering one of the Torrance creativity tests questions, namely: ' I f a dense fog was to cover the earth and all one would see are people's feet, what would happen in the world then?' The task was to write as many ideas concerning the possible consequences of such a hypothetical situation. All three mother, father and Jonathan tackled the task very enthusiastically; then father slowed down and came to a full stop; mother was still writing a while, but soon she too stopped; Jonathan was still in full vigor, writing away idea after idea. Father suddenly lit up with a thought, mother felt she had drained her store of ideas, but Jonathan was going on and on till the interviewer called their attention to the next question. Overhearing the 'comparing notes' after the test, Jonathan's greater richness of ideas in comparison to his parents' was prominent. How did Jonathan's parents feel? In another research on gifted, while doing systematic classroom observations, I was struck one day witnessing the following incident in a 3rd grade class. The teacher had presented the class with an arithmetic problem and the answer instantly popped out of a little curly headed boy whose name I later found out to be David, sitting in the front row. The teacher threw him a look of annoyance and posed a new but similar problem. This time David kept his answer at the tip of his tongue for a while till it burst out. The teacher, reprimanding him, said: 'David, I do not want you to shout immediate answers, I want you all to 'think" through the problem'. David sat still during the