The heart of effective programming for gifted students lies in the integration of advanced curricula with effective instructional strategies to develop leaning activities that will enhance student learning outcomes. However, empirical evidence of the effectiveness of units based on such curricular and instructional interventions from large-scale experimental studies in multiple settings are limited. To document the effectiveness of units that integrated the principles from curricular and instructional models in the field of gifted education, two language arts units for gifted third graders were developed and tested in a randomized cluster design. Multilevel analyses of data collected from more than 200 classrooms document statistically significant differences favoring the treatment group over the comparison group on standards-referenced assessments.