I am quite confident that the conception of giftedness set forth in this chapter differs significantly from those found in the other chapters of this book in that the conception I advance is no conception at all. By that, I do not mean that I have chosen not to advance a conception of giftedness. Rather, I am actively advancing the idea of no conception of giftedness as a positive development for the field of gifted education. To be clear about what I am advocating, let me state my position unequivocally. I believe that the concept of the gifted child is logically, pragmatically, and – with respect to the consequences of its application in American education – morally untenable and that the aims of the field of gifted education would have a greater likelihood of being realized if we were to dispense with it altogether. Because I realize that this is a radical position for a contributor to this book to take, I want to clarify my motivation and my positionality before advancing my argument. I write as one who considers himself to be a scholar in and of the field of gifted education. I have taught in programs for gifted students, and my doctorate is in this field. I believe that there are individual differences in elementary and secondary students' school performance that probably derive from a complex of ability and motivational, social, cultural, sociopolitical, and other factors and that these have important educational implications.