Presented are the findings of a study involving 1,470 public and non-public school principals and 1,248 teachers to provide a statewide data base that would aid in planning adequate and efficient allocation of resources to meet the educational needs of gifted and talented students in Indiana. Chapter 1 provides an introduction to the study with sections on the study's purpose and objectives, scope and significance, definition and identification of giftedness, method and procedures, and analysis of data. Responses of administrators and teachers are summarized in chapter 2 under the following areas: definition and incidence of giftedness, identification of the gifted and talented, attitudes and programs, essential factors and major difficulties in providing programs for the gifted and talented, support factors, and financial provisions. In chapter 3, study findings are discussed in three areas (identification, programing, and support factors) and include that few schools have adequate identification programs, that there are two major alternatives (acceleration and regular versus special class arrangements) when considering the gifted and talented child's educational needs, and that respondents agreed that the most significant obstacles to development of gifted and talented educational programs were inadequate financial support, lack of trained personnel, and too many other priorities. A final chapter reviews highlights of the study and recommendations. Appendixes include sample questionnaires, tabulated information, and a computer printout summarizing statistical data. (SBH)