A total of 446 children, 32 teachers, and 32 teacher aides participated in an evaluation of a program providing instruction to meet the needs of bright/talented/gifted Head Start children. Components of the program included (1) enrichment programing to enhance the critical thinking skills of all Head Start children, (2) identification of bright/talented/gifted Head Start children, (3) programing for identified children in their specific talent areas, (4) programing to involve parents, and (5) strategies for aiding the transition from Head Start to the public school system. Instructional materials were produced by modifying materials developed over a 10-year period in the Retrieval and Acceleration of Promising Young Handicapped and Talented (RAPYHT) program. To evaluate the program, pretest and posttest scores of intervention and comparison groups were analyzed. On Torrance's (1980) "Thinking Creatively in Action and Movement" test, posttest scores of children in the comparison group were substantially lower than their pretest scores, while posttest scores of identified and non-identified children in the intervention group were higher than their pretest scores. On the "Kaufman Assessment Battery for Children" (1983), both identified and non-identified children in the intervention group made gains over their comparison group counterparts. Attitudes of teachers in the intervention group became significantly more positive, while those in the comparison group remained relatively stable. (RH)