A summer institute trained 18 teachers to identify and plan curriculum for gifted minority and disadvantaged young children from culturally different and remote rural areas. Theory and practicum emphases were included in the program. Teachers were trained in the Structure of the Intellect (SOI) model. Sixty-eight children from the Alpine (Texas) Independent School District were selected to participate in the 4-week program which would serve as a laboratory for the teachers. During the first 7 days of the institute, the children were tested, individual and group profiles were plotted, and lessons planned to meet individual needs. Teaching teams developed weekly units in which SOI activities were integrated. At the conclusion of 15 half-days of instruction, all 68 children were retested with an SOI instrument. Significant gains were registered in memory and evaluation, figural reasoning and cognition, and semantic processing, and in three of the four processes measured by the reasoning readiness test. Teachers also made significant gains in the figural and symbolic dimensions. (CL)