One hundred fifty-six gifted elementary students (grades 3 through 6) responded to the Coopersmith Self Esteem Inventory on a pre- and posttest basis during a 3 week, 45 hour College for Kids program, designed as an enrichment program with focus on critical thinking, problem solving, inquiry, research, and questioning. Thirty students responded to a problem solving index on the same basis. No significant change in self esteem was revealed, although significant improvement in fluency, flexibility, and originality was noted. It was concluded that the learning episode was not sufficient to alter so stable a trait as self esteem, especially in a dual focus program (cognitive and affective), but that fluency, flexibility, and originality are modifiable outcomes under certain conditions of enrichment programing for gifted students. (Author)