Improvement of educational opportunities for the more able children in schools has captured and held the attention and imagination of the public. Many are asking what the elementary schools are doing to provide adequate education for these children, and others are suggesting what schools ought to be doing. In response to this interest, the present study was undertaken by the Specialist for Upper Grades in the Elementary Schools Section of the Office of Education as an attempt to analyze some of the characteristics of the more able children and to report school programs which local educators consider to be good for these children. The content of this bulletin was derived from several sources: a study of research in the field of the gifted, observations in selected schools, interviews with teachers and administrators, and examination of publications which describe school programs or activities. Some of these programs have been in progress for many years; others represent changes recently adopted by the particular school or school system. This bulletin reports the author's observations which formed the basis of the study. In the main, each "Teaching-Learning Situation" reports the activities observed in a single classroom, with a single group of children, thus making it possible for the reader to a see how teacher worked in more than one subject-matter area, and how various teachers worked in similar and different subject-matter areas. Following the presentations of observations in fourth, fifth, and sixth grades, and in several mixed-grade settings, an attempt is made to show the characteristics ascribed by teachers to more able children, and the elements which, in general, characterized the teaching-learning situations. Included also are implications for school administrators and teachers, parents, and persons responsible for the education of teachers. Appended are: (1) Bibliography: Some Suggested Readings; and (2) Cooperating Schools. (Contains 2 footnotes.) [Best copy available has been provided.]