There is little current research in reading instruction for gifted learners. Children who are identified as gifted in reading are often left to their own devices or provided inadequate reading/literacy instruction (Ries et al., 2004). The purpose of this project was to determine how parents of gifted children and gifted students perceived the children's learning-to-read process, their early school reading experiences, their current school reading experiences, and changes parents and children would like to made to current reading instruction methods. Participants were recruited from various programs including summer enrichment programs for gifted youth ages 8 to 14 years old. Two hundred twenty-two parent-child dyads responded to a mixed-methods internet survey. Results from the quantitative data showed that the children in this study were exhibiting pre-reading and reading skills much younger than previously reported in the literature. In this study, the mean age at which children were able to associate letter sound with letter shape was 23.8 months of age. This skill is not typically achieved until children are between 36 and 48 months of age. Additionally, although 63% of participants responded their child was reading picture books independently between 24 and 60 months of age, 21.9 % of participants responded their child was reading picture books independently before the child was 24 months old and 7.8% of participants responded their child was reading picture books independently before the child's first birthday, a skill typical of late kindergarten or early first grade, between the ages of 66 and 72 months. Qualitative results revealed that many parent participants did not feel their children were getting challenged enough in reading at school. Some parents chose to remove their children from the formal school setting and home school as a result. Parents also advocated for their children, trying to ensure appropriate reading instruction, but not always successfully. Student participants indicated they prefer to be in classes with like-ability peers, choose their own books and projects, and have more time in school for reading books they select. Implications for future research indicate a need to examine university teacher preparation courses in reading methods, how to change current reading curriculum delivery to gifted learners, and improvement in parent/teacher relationships to create more collaborative partnerships in educating gifted learners.