This study investigated attitudes of educators from both the middle school movement and gifted education, by means of a survey of 400 members of relevant professional organizations. The survey focused on six interest clusters: (1) grouping strategies, (2) identification issues, (3) curriculum modifications, (4) teacher preparation, (5) program evaluation, and (6) the emotional/social needs of gifted students. Opposing attitudes were found for two clusters: first, grouping practices (with educators of the gifted favoring ability grouping and middle school educators opposing such grouping) and second, social development (with only middle school educators seeing the "gifted" label as creating social adjustment problems). On the remaining clusters the groups had the same opinions but differed in how strongly they felt. Educators of gifted students felt more strongly that the regular curriculum was not challenging enough for gifted students, that the programs for gifted students should address the emotional needs of the students, and that middle school teachers need more staff development in the characteristics and needs of gifted students. Educators of the gifted ranked their top three priorities as curriculum, teacher preparation, and appropriate identification while middle school educators selected curriculum, grouping practices, and teacher preparation as most important. The survey form and 24 references are attached. (DB)