This study compared the academic math achievement of two homogeneous classes of gifted and talented sixth graders, with one group attending year-round school (N=22) and the other group following the traditional school calendar (N=26). Both groups were taught the same pre-algebra math program in the 1991-1992 school year, and data were gathered using a mid-year competency test and an end-of-year competency test. Results indicated that the traditional school students outscored the year-round students at mid-year. However, by the end of the year it was found that the year-round students slightly outscored the traditional school students. The year-round students' scores remained constant throughout the year, while the traditional school students' scores had a sharp rise at mid-term and a sharp drop at the end of the year. However, the difference at the end of the year did not compute to be a significant difference. The paper concludes that there was no significant difference in the sixth grade math achievement of gifted and talented students attending school year-round and traditional school year students, but the year-round school students' scores stayed more constant, which might indicate that a more steady learning process occurred with these students. (Contains 15 references.) (Author/JDD)