Creativity has traditionally been noted as an important component of gifted education. Researchers such as Renzulli (2011) and Sternberg (2003) have noted creativity as an integral facet of what it means to be gifted, and the national definition of giftedness, as well as many state definitions, list creativity as a domain in which students can be gifted. However, despite its presence in many definitions, many gifted programs lack programming in creativity. Due to the lack of guidelines for programming in creativity, challenges with identification, and an overall struggle to recognize how creativity can go hand-in-hand with academic content, many schools have ignored its presence in their definition. This thesis explores why creativity is a necessary and important component of gifted education, as well as what options exist for identification and programming. At this time, it is evident that the Torrance Test of Creative thinking (TTCT), Scales for Identifying Gifted Students (SIGS), and portfolios are promising assessment methods for identification, and the Thinking Actively in Social Context (TASC) Model and Incubation Model are programming options that would allow for programming in creativity while still following an academic-based curriculum. However, further research should be done to improve identification and programming in creativity.