THE 1963-64 STUDY INVOLVED AN INVESTIGATION OF ACCELERATION IN MATHEMATICS AND ENRICHMENT IN READING AND SCIENCE IN THE JUNIOR HIGH SCHOOL. BUT THE RESEARCH WAS BROADENED AND, UNLIKE THE 1962-63 STUDY, EXPLORED MORE DEEPLY THE EFFECTS OF ACCELERATION AND ENRICHMENT. A NUMBER OF SCHOOLS OUTSIDE OF WALLA WALLA WAS USED. PROBLEMS CONSIDERED WERE--(1) WHAT CONCLUSIONS COULD BE OBTAINED CONCERNING THE POSITIVE EFFECTS OF ACCELERATION AND ENRICHMENT FOR THE ACADEMICALLY TALENTED STUDENT, (2) DID SUCH A PROGRAM PRODUCE A SCHOOL ATMOSPHERE BENEFICIAL TO AVERAGE STUDENTS, (3) WHAT DIFFERENCE WAS THERE FROM ONE SCHOOL DISTRICT TO ANOTHER REGARDING THE PERFORMANCE OF ACADEMICALLY GIFTED STUDENTS, (4) DID THE ATTITUDE OF STUDENTS IN A SCHOOL WITH A PROGRAM OF ACCELERATION AND ENRICHMENT DIFFER FROM THAT IN ANY OTHER SCHOOL. OUT OF SEVEN CLASSES INVOLVED, ONLY FIVE HAD BEEN EXPOSED TO ACCELERATION AND ENRICHMENT IN GRADES 7 AND 8. USING THE CALIFORNIA TEST OF MENTAL MATURITY, THE CLASSES WERE COMPARED. ALSO, QUESTIONNAIRES WERE GIVEN TO THE STUDENTS AND TEACHERS. RESULTS SHOWED THAT STUDENTS IN THE PROGRAM OF ACCELERATION AND ENRICHMENT PERFORMED CONSISTENTLY SUPERIORLY TO THEIR PEERS ON STANDARDIZED TESTS, THE PROGRAM WAS STRONGEST IN MATHEMATICS AND WEAKEST IN SCIENCE. HOWEVER, RESULTS SHOWED THAT A PROGRAM OF ACCELERATION AND ENRICHMENT FOR THE ACADEMICALLY TALENTED STUDENT DID NOT PRODUCE A BENEFICIAL ATMOSPHERE FOR THE AVERAGE STUDENT. STUDENTS IN THE WALLA WALLA SCHOOLS PERFORMED THE SAME AS STUDENTS IN THE OTHER DISTRICT. FINALLY, RESULTS SHOWED THAT THE PROGRAM HURT NO ONE, COULD BE UPGRADED, AND WAS PREFERRED BY STUDENTS AND TEACHERS.