The study identified what influence university laboratory attandance had upon cognitive and attitudinal dimensions of gifted secondary school students (IQ's above 125). Tests from the Guilford battery, a self concept scale, and an adaptation of the Coleman Attitude Scale were administered to both the laboratory and the secondary school populations (249 students). Results indicated few consistent differences on measures of divergent and convergent thinking, and no significant differences on measures of self concept. The following attitudinal differences in lab school groups were observed: the concept of intellectual self was significantly higher at the senior than the junior high level for boys (p .01); a substantial reduction in the positive image of the family occurred at the senior high level; and being active in school and popular with one's own sex was a better prestige symbol than athletics, heterosexual social activities, or material possessions. Further, in the lab school, a greater number of students expressed negative feelings about school or doubts about their own ability to do well. Sex and age differences are considered; specific results on attitudes and values are discussed. Disadvantages and advantages of both school settings are evaluated. Twenty-eight tables present data; a bibliography cites 23 items. (JD)