This report describes the strategies, accomplishments, and outcomes of a project designed to identify intermediate level disadvantaged rural gifted children and develop curriculum practices appropriate for their use. Project objectives are outlined, along with evidence of their accomplishment. Findings of the project include: (1) the identification procedures that were developed significantly increased the number of disadvantaged rural gifted children being served; (2) project students performed significantly lower than traditionally identified gifted students on standardized intelligence, achievement, and verbal creativity tests both before and after the interventions; (3) project students did not differ from other students on nonverbal creativity tests, self-concept measures, or creative writing samples; (4) although educators support the principle of providing educational opportunities to disadvantaged children, they do not like the idea of using special selection procedures to identify children; and (5) regular classroom teachers are unlikely to provide curriculum modifications for integrated disadvantaged gifted students without assistance and reinforcement from a gifted education curriculum consultant. Lessons learned from implementing the project are reported. Appendixes contain demographic data for project school districts, representative case studies, a report of a telecommunications consultant, and a list of conference presentations made. (JDD)