STUDENTS WERE IDENTIFIED BY (1) TEACHER OBSERVATION, (2) SCHOOL GRADES, (3) GRADE PLACEMENT ON STANDARDIZED TESTS, (4) GRADES ON INTELLIGENCE TESTS, (5) PERSONALITY CHECK LISTS, (6) INTEREST INVENTORIES, (7) PARENT OBSERVATIONS, AND (8) INDIVIDUAL CASE STUDIES. THE OBJECTIVES OF EDUCATING THE ACADEMICALLY TALENTED WERE TO PROVIDE STIMULATING ACTIVITIES AND MATERIALS BEYOND THE CLASSROOM LEVEL, TO PROMOTE HIGHER ACHIEVEMENT IN SUCH AREAS AS CRITICAL THINKING, BASIC SKILLS, CITIZENSHIP, UNDERSTANDING OF ENVIRONMENT, AND TO DEVELOP A HARMONIOUS PERSONALITY. THE THREE METHODS OF CONSTRUCTION THAT WERE USED FOR THE PROGRAMS WERE ENRICHMENT, ACCELERATION AND ABILITY GROUPING. IN THE PROGRAM, THE FOUR SUBJECTS EMPHASIZED WERE MATHEMATICS, SCIENCE, READING, AND SOCIAL STUDIES. EVALUATION OF THE PROGRAM REVEALED THAT IN ALL CASES OF COMPARISON THE EXPERIMENTAL GROUPS WERE SUPERIOR TO THE CONTROL GROUPS. THE HYPOTHESIS THAT A PROGRAM OF ACCELERATION AND ENRICHMENT FOR THE ACADEMICALLY TALENTED STUDENT PRODUCED A SCHOOL ATMOSPHERE IN WHICH THE AVERAGE STUDENT GAINS MORE ACADEMICALLY WAS SUPPORTED.