The study investigated comparable achievement of 75 academically gifted students (grades 4-6) in a self-contained 5-day per week class with 148 gifted students (grades 4-6) in a 1-day per week gifted program. The Ross Test of Higher Cognitive Processes measured higher cognitive skills in a pre- and post-test design, and the California Achievement Test measured growth in basic skills. In addition, teachers and administrators were interviewed, and parents and students completed questionnaires about the programs. Results revealed that Ss in the 5-day per week program made significantly greater gains in higher cognitive processes than did Ss in the 1-day per week program. Further, in basic skills they achieved as well as, or better than, Ss in the 1-day program. All gifted Ss performed significantly better than did a control group of regular students on the Ross Test of Higher Cognitive Processes. Interviews and questionnaires were generally positive in tone. Extensive appendixes include sample screening forms and an interim progress report. (CL)