The Highline School District (Washington) developed and implemented a special one-year career education project for gifted and talented elementary school students based on three objectives: (1) increased perception of internal control among participating students; (2) increased knowledge of data-people-things categories; and (3) increased career knowledge and maturity. Two staff-involvement models were used: one included the use of special education teachers to provide career-related enrichment activities, and the other utilized existing staff members to teach "special talent" classes. Eight elementary schools (697 students) were involved in the project. Some of the major results include the production of twelve teaching packets; a conceptual framework for relating career and gifted education utilizing Guilford's model of the intellect and data-people-things categories; and a specific focus for measuring decision-making skills. Overall, positive responses toward the project were given by students, parents, and school staff; the most positive teacher responses came from schools which utilized the total staff model. When fifty students from the project schools were compared to fifty matched students from non-project schools, results indicated that the project participants were more knowledgeable of an occupational structure, felt more interest in school and learning, and felt more responsible (internal control) for their career future. (Numerous materials are appended, including samples of project publicity, student activity records, and evaluation forms and a procedural guide for developing a career education program for gifted and talented children.) (Author/BM)