This report presents evaluation data on a school-based resource program for gifted students in grades 1-6. The program was designed in part to reduce transportation-related problems of the special school approach. The approach differs from the learning center approach in several ways, including time factors and the extent of instruction in basic skills and regular curriculum content areas. A series of five evaluation questions were posed, and the results cited. Among those findings are an increase in number of participants, enhanced exposure to most instructional/activity components of their home-school program, and improved communication between regular and gifted programs and between schools and parents. Mixed responses emerged in the assessment of the gifted instruction provided by the program: students indicated that they wanted to spend more time in gifted instruction; after a year of the program, fewer regular classroom teachers felt that every school should have a gifted program; parents were favorable impressed with the program but felt that the adequacy of instructional facilities and their children's enjoyment of the program had diminished. It was concluded that the approach helped reduce disruption found in the gifted center approach and increased participation of the eligible students. Questions, however, were raised about the duration and continuity of instruction in the home-school approach. (CL)