The summary report describes a 5-year longitudinal study in Calgary (Alberta, Canada) of gifted and talented students from grade 9 through the post-high school year. Students had previously attended either a special school setting or were integrated with regular students in their home schools. The study examined: students' achievement; their progress and well-being in academic, social, and personal domains; course work; transition from junior high to senior high school; high school graduation; and preparedness for post-high school life. Subjective data obtained included the views of students, parents, and teachers over the 5 years. Objective data included student scores on tests and academic grades. Additional data included students' areas of strengths and weaknesses, choices made by students, activities engaged in, and recognitions they received. General findings included: students on the whole were successful, well-adjusted individuals; special school and mainstreamed students were comparable with respect to skills, abilities, and progress in academic, personal, and social domains; achievement of the two groups of students was generally comparable; students who had attended the special school were more likely to report satisfaction than mainstreamed students; and fewer special school than mainstreamed students reported social adjustment problems at the postsecondary level. (DB)