peer reviewed ; In this article, we examine what IEA data tell us about the situation of the gifted in Belgium. (Author) All the data indicate a low achievement in Belgium for the gifted group, at all school levels and for the different school subjects. This deficit is especially clear if we compare Belgian students with English-speaking and Scandinavian students. The underachievement of the gifted is particularly marked in Populations I and II. The situation is better for Population IV. In this case, we can assume that improvement is not caused by specific action of the school in favor of the gifted. Undoubtedly, this ipmrovement is the result of the high retentivity of the system. The IEA survey took place during the school years 1969-1970, before new secondary school structures and methods were introduced on Belgium. None of the students tested followed the new curriculum. So, to believe that the Belgian situation is desperate would be a mistake. Also on the positive side, our country has a high retentivity rate and the flexibility of the new secondary education curriculum. On the other hand, the IEA data do indicate that insufficient opportunities are offered to the gifted, and, if our educational authorities understand the message, IEA time and effort will not have been wasted.