We talk about our spatial thinking skills all the time, maybe without knowing that there is an entire domain of cognitive skills that connect these observations. Educators can also recognize these skills in our students. These include students who seem to have an intuitive understanding of computer-aided design and create complex and efficient 3-D printed models. This special issue is focused on the domain of spatial reasoning and the spatially talented people who develop remarkable skill in this area. This work arose out of a collaboration of researchers from gifted education, educational testing, and cognitive psychology who serve as authors of this special issue. Our goal was to act on the decades of research on spatial reasoning to create practical and evidence-based recommendations for educators to recognize and address spatial talent or potential, particularly when that potential does not appear alongside traditional talents, including verbal and quantitative strengths.