This study examines a TV series "Young Sheldon" using Gagné’s Differentiated Model of Giftedness and Talent (DMGT) framework to propose a sustainable and inclusive model for gifted education. Using systematic content analysis, it emphasizes the need for tailored educational programs and inclusive practices to nurture gifted students' diverse needs. The series vividly portrays Sheldon's exceptional natural abilities and the environmental as well as intrapersonal catalysts that facilitate the transformation of his natural abilities into developed talents (competencies). Key environmental catalysts such as familial support, mentorship, enriched educational environments, and administrative decisions, while intrapersonal catalysts encompass Sheldon's curiosity, resilience, and intrinsic motivation. The findings in this investigation highlight the real-life activities, stages of growth, and investment that fosters the character’s talents. By integrating insights from Sheldon's experiences and the DMGT framework, a cyclic model is proposed, involving early identification, tailored support, regular monitoring, periodic evaluation, celebration of achievements, reflection, and reintegration. This proposed model underscores the necessity of a coordinated effort from parents, teachers, and policymakers to create a holistic and adaptable educational environment for gifted students. The study concludes that a sustainable, inclusive approach to gifted education enhances experiences, aligns with societal equity goals, and ensures potential is maximized for all.