Goals of a model program for seven gifted students in a small rural high school in Baldwyn, Mississippi, were to improve teacher knowledge of gifted programs and increase student knowledge and skills through a mentor program and individual projects. Innovative aspects of the program during 1981-82 were inservice training to aid teachers in working individually with gifted students, a mentor program for students to work part-time in the community under specialists in their areas of interest, and a computer for direct instruction of students and for programming individual study projects. A related component was a special art program for artistically talented students. Results were assessed with the Wiener Attitude Scale (to determine teacher attitude), the California Achievement Test (CAT--to measure student achievement in reading, math, language and spelling), teacher/mentor questionnaires (to measure knowledge/skills acquired by students), and individual evaluations of participating students. Pre- and post-tests indicated general teacher satisfaction with the program; no significant student gain in CAT scores; notable individual student gains on specific area tests (computer programming, typing, German, brain dominance, sculpture, racing cars) developed by the mentors/advisors; and more enthusiasm about the program from mentors/advisors than from teachers. (MH)