It is time for a psychology of giftedness—time to recognize the developmental differences, personality traits, lifespan development, particular issues and struggles of the gifted, as well as the consequences of not being acceptable. The focus on eminence ignores the exceptionally gifted, the twice exceptional, underachievers, gifted preschoolers, women who chose parenting as the main expression of their gifts, gifted teachers, gifted elders, self-actualizing volunteers—the gifted whose names shall never be known. Gifted babies tend to be responsive infants, sometimes smiling early, which elicits the best from their parents. As the concept of mental age has been abandoned in psychology, there is little awareness that gifted children’s friendship patterns and social conceptions are more related to their mental age than their chronological age. Acceleration and home-schooling can ameliorate the social alienation of exceptionally gifted children. And gifted children demonstrate higher intrinsic than extrinsic motivation.