AREAS IN ADVANCED PLACEMENT PROGRAM WERE DISCUSSED. THE ADVANCED PLACEMENT PROGRAM SHOULD BE MADE AN INTEGRAL PART OF THE ENTIRE SCHOOL'S PROGRAM TO PROVIDE GREATER CHALLENGES AND OPPORTUNITIES FOR BETTER ADMINISTRATION, BETTER TEACHING, AND BETTER LEARNING. IT COULD ALSO BE VALUABLE TO THE ACADEMICALLY SUPERIOR STUDENT WHO DID NOT PLAN TO GO ON TO COLLEGE. ADVANCED PLACEMENT PROGRAMS SHOULD START IN ELEMENTARY SCHOOL WITH EARLY LANGUAGE TEACHING AND INDIVIDUAL GRADE PROGRESSION. HOWEVER, THE ONLY ESTABLISHED ADVANCED PLACEMENT PROGRAMS WERE THE COLLEGE ENTRANCE EXAMINATION BOARD AND COLLEGE PLACEMENT TESTING PROGRAMS. THE ADVANTAGES OF SUCH PROGRAMS WERE A PROVISION OF EARLIER ENRICHMENT, A SAVING OF TIME AND MONEY, AND AN OPPORTUNITY FOR INDIVIDUAL PROGRAMING. IDENTIFICATION OF STUDENTS SHOULD BEGIN IN THE FIFTH AND SIXTH GRADES AND CONTINUE THROUGH JUNIOR HIGH SCHOOL. SCHOLASTIC APTITUDE AND ACHIEVEMENT TESTS, SCHOOL GRADES, AND JUDGMENTS OF TEACHERS, COUNSELORS, AND PARENTS SHOULD BE USED. COUNSELING OF THESE STUDENTS SHOULD BE A CONTINUOUS PROCESS. CURRICULUM SUGGESTIONS WERE BASED ON ADVANCED PLACEMENT PROGRAM--COURSE DESCRIPTION. EACH COURSE SHOULD BE CLEAR, STIMULATING, AND SUFFICIENTLY COMPREHENSIVE TO COVER THE SUBJECT. HOMOGENEOUS GROUPING SHOULD BE USED, AND THE TEACHERS OF THESE CLASSES SHOULD HAVE THEIR SCHEDULES LIGHTENED. THE SUCCESS OF THE PROGRAM WAS BASED ON THE ABILITY OF THE TEACHERS. TEACHERS SHOULD REMAIN UP-TO-DATE ON THEIR SUBJECTS AND ON TEACHING METHODS. A BIBLIOGRAPHY WAS INCLUDED.