In Sweden, an egalitarian ethos has long rendered it impossible even to consider the needs of gifted and talented (G&T) children. By interviewing English and Swedish educators and Swedish governmental officials, I compare the developments in the two countries and make recommenda-tions as to how Sweden could improve its provision. Over the last ten years, following a House of Commons report in 1997, a number of measures have been implemented in England. In Sweden, some changes have taken place, notably the establishment of the focus classes [spetsutbildningar] in 2008. Although there is official support for G&T children and signs of changing attitudes in Sweden, there are still concerns about the general acceptance of G&T students' need for support and help. Their social situation is often difficult and they do not always get challenged. One recommendation is that Sweden, in line with many other countries, should investigate the option of setting a clear, national policy for gifted and talented children.