For too long, gifted learners have been framed through deficit narratives: overlooked, underestimated, and underserved. Through the lens of Socratic Seminars, participants will explore how student-centered dialogue can make gifted learners feel truly seen, heard, and served. Drawing on research-based strategies and practical classroom applications, this presentation will demonstrate how to design and facilitate Socratic Seminars that move beyond text-based discussions to become dynamic platforms for critical thinking, empathy-building, and authentic voice. Attendees will learn how these discussions can be differentiated for depth and complexity, used with any grade level, and enriched to provide equitable access for diverse gifted learners. The session highlights strategies that not only enhance any curriculum but also foster belonging, so students can move from passive reception to active empowerment. Participants will leave with ready-to-use protocols, digital integration ideas, and frameworks to demand and deliver what gifted learners deserve: challenging, meaningful, and transformative learning experiences.