To compare and evaluate the perception of cognitive, behavioral and affective activities in the classroom as determined by gifted students and their teachers, gifted students in two high schools were studied. Two programs, the Advanced Placement Program and the Cluster Grouping Program were selected for the study. It was concluded that the Advanced Placement Program resulted in significantly greater emphasis on cognitive levels occurring in the classroom (higher thought processes), a more active student role, and a more relaxed, open atmostphere. The Cluster Grouping Program (enrichment for gifted students in the normal classroom setting) was felt to be unsuccessful, with classes remaining teacher centered with a passive student role. (CD)