Yup. I really think it all comes down to the teacher. If they get it and get the child, it all works out great. A good teacher can make a bad educational situation work wonderfully. But a crummy teacher will inevitably screw up even a near-ideal situation for a GT child (or any child!).
Our teachers were Montessori trained, but training doesn't mean they understand what they're seeing in an HG+ child. That's not necessarily part of their training.
I think, too, Montessori's focus on the concrete is a potential stumbling block for HG+ kids who move very quickly to the abstract (or even start there!). It can work great for some kids, but not for all. No guarantees.
Sometimes the "best program in town" is geared to MG kids, and they just aren't flexible enough to work with HG+ kids. (I think this was part of the problem with our particular Montessori program. They didn't really understand LOGs or recognize boredom when they saw it. Any kid who didn't jump through hoops didn't know how to do the task. They didn't even know that there could be another cause for refusing to perform.)
The moral of the story: there's no one-size-fits-all ideal. What sounds good on paper may simply fail in practice. Every child and every pre-K program is different, and you just have to take each child as an individual and see what fits. <shrug>
I wish it were easier!
