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A paucity of research exists regarding the relative strengths and limitations and effects on practice in gifted education state policies. The purpose of this five-state study is to shed light on selected states' gifted education policies. Four data sources were probed and comparisons were made within each state and across the five states. Additionally, a deductive analysis was conducted of each state's written policies against the National Association for Gifted Children program standards (NAGC, 1998), which serve as benchmarks for evaluating policies and services. Suggestions are given for policy development and research, based on five-state findings of existing gifted programs, services, and student accountability systems and the way in which selected policy components are integrated within state school reform efforts. (Contains 3 tables.)