This paper looks at ways of extending mathematically talented children within the regular classroom environment. Many activities designed to stimulate children who display potential in mathematics are often repetitive, with analytical content that only challenges children for a limited time. Such students require more long term goals, with open-ended problems that encourage work on tasks that are separate from the main stream curricula they have already successfully interpreted and understood. A childÕs spatial and visual strategies are often overlooked when educators try to extend talented beginning mathematicians. This paper argues that a more balanced curriculum, that places increasing importance on spatial and visual development, will allow talented children to remain motivated and stimulated within the usual classroom setting.