Some educators have challenged the use of cooperative learning in classrooms with students who are identified as "gifted," claiming that gifted students become permanent tutors and are resentful of having to work with students of differing abilities (Matthews, 1992). Such arguments must be examined critically; we must ask ourselves what we want students to learn in school. Beyond academic subjects, don't we want all students to be comfortable with and accepting of individual differences (their own and others) Don't we want all students to have sophisticated social skills that will enable them to work with people they perceive as "different" or even "difficult"? Furthermore, don't we want to model inclusion and community and demonstrate in the microcosm of the classroom what a society in which all people are valued would look like? Cooperative learning among gifted students that focuses on appropriately advanced material is an effective instructional strategy.