Objectives of a model program (1980-83) for gifted students in a small rural high school in Baldwyn, Mississippi, were to improve teacher knowledge of gifted programs, demonstrate significant gains in student achievement, increase student skill/knowledge in specific areas, measure attitudes of "artistically talented" students by a year-end questionnaire, continue developing a model gifted program for rural school districts, and produce students who select vocational/academic careers based on program experiences. Innovative aspects were inservice training to help teachers work individually with gifted students, a "mentor approach" enabling students to work part-time in the community with a specialist in their interest area, and use of a computer for direct instruction and for programming individual study projects. Although the first-year program did not fulfill all objectives (student enthusiasm for year-long, research-oriented individual projects dwindled), second- and third-year changes (seven participating students each year) brought better results and more positive student responses. Successful components were a faculty committee to help develop student projects, project-oriented (not research-oriented) independent studies, increased student interaction with mentors, enlarged curriculum opportunities, one free day weekly for non-program interests, close teacher supervision/reinforcement, and use of the computer. Appendices include budget material, forms, questionnaires, and tests. (MH)