In this talk I argue that gifted students need holistic education that supports the development of the whole person, rather than merely the cognitive domain. This kind of education acknowledges the importance of social and affective domains in students’ development including their spiritual and moral concerns. Case examples of gifted students are presented that deal with their reflections on moral issues in science and meaning of life. Critical incidents in the lives of gifted researchers are introduced and compared between males and females. Implications for teachers and counselors of the gifted are given based on the empirical research findings.