Within the framework of cultural-historical activity theory, three prerequisites are essential for change to occur in a complex activity system such as a school: a need state, expansive learning, and transformative agency. A need state may arise when the activity fails to achieve its intended outcomes, thus failing to realise its object, which is its fundamental motive. In a school, where the object is to promote knowledge and development for all students, this failure may manifest as an inadequacy regarding the educational provisions and support for gifted learners. By continuously engaging in expansive learning, practitioners can develop solutions and new ways of working. This collective process entails critical examination and reformulation of the object and the prevailing knowledge and practices. While the issues underlying the need state can stimulate agency, collective efforts for reconceptualisation of the activity can support joint actions for change i.e., transformative agency. In this workshop we will explore different aspects of Gifted Education by modelling and analysing the school activity. It is an exploration of tensions and possibilities, but also of the complexity of the school and its cultural and historical context. The workshop aims to inspire educational research and development work and encourage qualitative change.