This study examines the North Carolina program for the academically gifted. Students (N=142), parents (N=83), counselors (N=70), teachers (N=71), principals (N=50) and superintendents (N=17) were surveyed. Findings report widespread interest in increased curriculum planning, academics, and science and mathematics. Many criticisms of the identification process arose, on both theoretical and technical grounds. Participants generally seemed enthusiastic about the program, but felt it required additional funding and other improvements, including improved program evaluation, greater participation by minority students, greater flexibility in administering funds, and more general access to computers. The issue of acceleration versus enrichment is also discussed. Question-by-question analyses of the survey results of each of the six groups studied make up the bulk of the document. (PB)