A mentor-assisted enrichment program was initiated in the 1981-82 school year for gifted/talented (GT) 6th and 7th graders in a public elementary school in Vancouver. The mentors were 11 pre-service teachers who used a "Four Phase Enrichment Model" to assist pairs of students to plan, carry out, complete, and then present an enrichment project to classmates. Because the emphasis was on enrichment, students and mentors collaborated in choosing a project, working it out, and practicing the presentation. In this way, students increased their higher level thinking skills, broadened their experience, and developed the ability to make presentations in front of a group. The mentor's role was to facilitate learning, establish a harmonious working relationship, guide the students, and provide them with the necessary information and support. This type of project provides an inexpensive means of G/T ESL students to pursue in-depth investigation of a topic of personal interest while developing their language and interpersonal skills. It also gives them experience beyond their own milieu. For it to succeed, support is needed from the teacher training professors, the classroom teachers, and the school administrators. Suggestions for future directions are given, and mentor report forms are appended. (AMH)