The paper describes the identification, curriculum, and evaluation components of the Secondary School Experiential Learning Community, a program which currently serves 83 gifted but economically disadvantaged students at the Richmond (Virginia) Community High School. Personal, social, and academic program components are noted. The identification process focuses on an identification matrix which combines measures of ability, achievement, creativity, motivation, leadership, and interview results. Program evaluation focuses on assessment of the school environment in light of the mission and goals of the school; and assessment of the responses of the student to the environment, primarily as reflected in individual growth profiles, and secondarily as reflected by group norms and profiles. (DB)