THE REPORT DISCUSSED HOW TEACHERS WORKED IN VARIOUS SUBJECT MATTER AREAS AND COMPARED VARIOUS TEACHERS IN SIMILAR AND DIFFERENT AREAS. OBSERVATIONS WERE MADE OF SINGLE GROUPS IN DIFFERENT AREAS. OBSERVATIONS WERE MADE OF SINGLE GROUPS OF GIFTED CHILDREN IN THE FOURTH, FIFTH, AND SIXTH GRADES. MORE ABLE STUDENTS WERE FOUND TO ACCOMPLISH MORE, DELVE DEEPER, AND GO BEYOND THE REQUIREMENTS TO CARRY OUT THEIR OWN PLANS. EXAMPLES WERE GIVEN OF CREATIVE WRITING EXPERIENCES OF THE STUDENTS IN THESE GRADES. FROM THESE EXPERIMENTS, BRIGHT STUDENTS WERE CHARACTERIZED BY THEIR INTEREST IN EVERYTHING AND THEIR RAPID AND PERSISTENT SEARCH FOR EVIDENCE. THE EXCEPTIONS TO THESE GENERALIZATIONS PROVIDED CHALLENGES TO TEACHERS TO IDENTIFY AND MOTIVATE THESE CHILDREN. THE REPORT PROVIDED SUGGESTIONS FOR IMPROVEMENT IN ADMINISTRATION AND IN TEACHING-LEARNING SITUATION. THE KEY PROFESSIONAL PERSON IS THE PRINCIPAL. HE MUST FIND FRIENDLY AND UNDERSTANDING TEACHERS WHO USE CREATIVITY AND SPONTANEITY IN THEIR TEACHING. THE SCHOOL SHOULD ALSO BE WELL-EQUIPPED. THE SCHOOL EXPERIENCE SHOULD CHALLENGE THE ABILITIES OF THE GIFTED WHILE NOT NEGLECTING THE LESS ABLE. THE ENTIRE TEACHING-LEARNING SITUATION MUST SUPPORT STUDENT GROWTH.