The study considers selected issues in the organisation of special programs for children gifted in the performing arts. The material for the study derives from a survey of relevant background literature, together with a questionnaire designed to gain insights into current thinking and practice in selected school settings. The study finds that there is a growing awareness, reflected in the literature and the questionnaire responses, that special provision should be made in order to meet the special needs of gifted students, and that this provision should be made through organised, stable and officially recognised programs, rather than be dependent solely on the enthusiasm and commitment of individuals working alone. There is considerable evidence of the benefit to gifted arts students of placing them in special programs where they are able to interact with like- minded persons, and there appears to be no evidence of socially negative outcomes of such participation. The excellence/equity debate continues to be a sensitive issue, and it seems that the philosophical bases on which particular programs are developed are important in gaining and sustaining a broad base of support to ensure their continued existence. The organisational structures of special programs for gifted arts students are seen to be of central importance in ensuring their effectiveness and success, and the study suggests the need for further research and development in aspects of student selection, curriculum, staffing, evaluation procedures and teacher education. It also advocates the development and maintenance of networks of communication on a national and cross-national basis between schools offering performing arts programs for gifted students.