Many educators and parents in South Africa are concerned about the provision of appropriate educational opportunities for gifted learners. A policy of mainstream education for all learners, including gifted learners, has been accepted by the national Department of Education. In this article a strategy of problem solving in the teaching and learning of gifted learners is explored as a possible way of differentiating the curriculum in order to optimise learning for gifted learners. The TASC (Teaching Actively in a Social Context Model) and Renzulli's Enrichment Triad Model in which learners are required to solve authentic problems are cited as valuable teaching-learning programmes in this regard.
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