AN ATTEMPT WAS MADE TO DEVELOP AND EVALUATE AN ADMINISTRATIVELY PRACTICAL EDUCATIONAL PROGRAM FOR INTELLECTUALLY GIFTED PUPILS IN SPARSELY POPULATED AREAS. THREE GROUPS OF APPROXIMATELY 60 FIFTH-GRADE SUBJECTS EACH WERE IDENTIFIED FOR THE STUDY. ONE GROUP (EXPERIMENTAL) WAS TRANSPORTED DAILY TO A CENTRAL LOCATION FOR AN 8-WEEK SUMMER SESSION, WHICH HAD CURRICULUM ADAPTED TO THE SPECIAL ABILITIES OF THESE CHILDREN AND TO THE KINDS OF SCHOOLS THEY ATTENDED DURING THE REGULAR YEAR. THE TWO OTHER GROUPS, DIFFERING IN THEIR AWARENESS OF INCLUSION IN THE EXPERIMENT, WERE SET UP FOR COMPARATIVE CONTROL PURPOSES. POST-TESTING WAS DELAYED APPROXIMATELY 1 ACADEMIC YEAR AFTER THE EXPERIMENTAL GROUP COMPLETED THEIR SPECIAL SUMMER TRAINING. THE TEST BATTERY WAS DESIGNED TO MEASURE ACADEMIC SKILLS, SOCIAL AND EMOTIONAL SECURITY, NEEDS AND PROBLEMS, INTERESTS, AND CLASSROOM REPUTATION. PRE-EXPERIMENTAL NULL HYPOTHESES HAD BEEN ESTABLISHED ON ALL THESE VARIABLES, STATING THAT THERE WOULD BE NO SIGNIFICANT DIFFERENCES IN THE POST-TEST RESULTS AMONG THE THREE GROUPS. FOR THE MOST PART, THESE HYPOTHESES WERE SUBSTANTIATED. ONLY IN THE ACADEMIC AREAS DID THE RESULTS GENERALLY FAVOR THE EXPERIMENTAL GROUP. (JH)