The Classroom Practices Survey was conducted to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Survey samples were third and fourth grade teachers, including a general sample of teachers in public schools (n=3993); teachers in private schools (n=980); and four samples of teachers in public schools with high concentrations of African-American students (n=592), Asian-Americans (n=587), Hispanic-Americans (n=582), and Native Americans (n=580). Approximately 50 percent of teachers surveyed responded. The major finding was that third and fourth grade teachers in all settings make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for public school teachers, for private school teachers, and for teachers in schools with high concentrations of ethnic minorities. The same conclusion also applies to teachers and classrooms in various regions of the country and to teachers in rural, urban, and suburban communities. Teachers who make provisions for the gifted are likely to assign them advanced readings, independent projects, enrichment worksheets, and reports of various kinds. There were also few differences in regular classroom services between schools with and without formal gifted programs. Appendices include the questionnaire, data on the population samples, cover letters, and statistical analysis. (Contains 87 references.) (DB)