A longitudinal study of the implementation of a small-group affective curriculum involved Grades 5-8 in a school for gifted children. Teacher-facilitators' perceptions were of interest. Over time, significant positive change occurred for items related to the perceived need for an affective curriculum, impact on the school, and teachers' confidence and comfortableness in group work and discussing social and emotional development. Relatively high means were related to confidence, comfort, need, with affective and academic needs being equally important, and past experience with gifted students with nonacademic problems. Some of these means represent perspectives that may have helped facilitators maintain commitment, especially during the first year, when negative change in several areas occurred. (Contains 2 tables.)