As educators it is crucial to cater to and meet all learning needs of students, including the needs of gifted and talented students. It is highly probable that each year in their classrooms teachers will have students that are advanced in mathematics and this will pose a challenge for them as teachers to meet their learning needs. Johnson (2000) states that, due to the sequential nature of mathematical content, pacing becomes a problem. If the situation does not change it is possible that gifted and talented students' interests in mathematics may be snuffed out and their talent may not be developed if they are not challenged. It is incorrect to conclude that they do not require special attention since it is easy for them to learn what they need to know. On the contrary, their needs dictate curriculum that is deeper, broader, and faster than what is delivered to other students. This article seeks to examine studies conducted to find the best approach to cater to advanced mathematics students, and based on the findings, to suggest possible solutions for meeting their learning needs. (Contains 4 tables.)