This report describes a plan for maximizing the learning potential of exceptionally gifted secondary students. The targeted 52 eleventh grade students are members of a high school American Studies program located in a community 50 miles from a large Midwestern city. The issue of unfulfilled learning potential of the students was documented through student/parent surveys, teacher observation, student journals, and parent interviews. Collected data indicated that learning potential was not fulfilled for a percentage of students in the American Studies program, all of whom were classified as gifted. Results suggest a need for implementation of curriculum compacting accompanied by enrichment opportunities for qualifying students. A review of solution strategies suggested by other researchers, parents, and students, as well as an analysis of the program setting, resulted in the modification of the Early Writers Unit of American Studies to incorporate individualized study and project presentation. In addition, the solution review prompted an offer of curriculum compacting and enrichment opportunities for qualifying students during a unit on a required American novel. Post-intervention data indicated that the highly gifted students felt academically challenged and believed they were learning new information most of the time. Appendices include surveys and interviews. (Contains 35 references.) (Author/CR)