When a program for gifted children in Massillon, Ohio, was being developed, the planning team built into the program proposal a provision for staff development for classroom teachers. The goal of this training of third through sixth grade classroom teachers was to facilitate the bridging experience for the identified gifted students and to provide enrichment experiences for students who were not in the gifted program. Five graduate credit hours were provided to teachers who participated in a three-credit hour course from a local college and two credits were given for support group participation. Major program goals included: identification and use of various academic accommodations and adaptations for gifted students; adaptation of existing curricula to meet the needs of gifted students; and development of a personal and professional philosophy that includes the concept of teacher responsibility for providing appropriate opportunities for gifted students. The program was specifically developed according to known needs for effective teacher development, including use of practical ideas, regular feedback, problem-centered staff development, and continual support and follow-up. (CB)