GIFTED SCHOOL CHILDREN WORKED FOR A PERIOD OF SEVERAL MONTHS IN SELF-DIRECTED LEARNING SITUATIONS IN A RESOURCE ROOM WITHOUT TEACHER-IMPOSED DIRECTION. THEY HAD OPPORTUNITIES TO EXPLORE AREAS OF INTEREST (DURING TWO CLASS PERIODS PER DAY) IN READING, SOCIAL STUDIES, AND SCIENCE IN THE MANNER AND DEPTH WHICH THEY CHOSE. PRE- AND POST-TESTS WERE ADMINISTERED TO MEASURE STUDENT GROWTH IN ACADEMIC ACHIEVEMENT, STUDY SKILLS, DIVERGENT THINKING, AND PERSONAL AND SOCIAL ADJUSTMENT. TEST RESULTS WERE COMPARED WITH THOSE OF A RANDOM CONTROL SAMPLE WHICH HAD NO CONTACT WITH SELF-DIRECTED LEARNING. OTHER INFORMATION WAS GATHERED THROUGH DAILY LOSS MAINTAINED BY RESOURCE ROOM PERSONNEL. BOTH THE EXPERIMENTAL GROUP AND THE CONTROL GROUP WERE CHOSEN FROM FOURTH-, FIFTH-, AND SIXTH-GRADE CLASSROOMS AND WERE CONSIDERED TO BE MODERATELY SUPERIOR ON VARIOUS INTELLECTUAL MEASURES. LITTLE DIFFERENCE WAS NOTED BETWEEN THE TWO GROUPS ON GAINS MADE IN ACADEMIC ACHIEVEMENT, STUDY SKILLS, AND DIVERGENT THINKING ABILITY. PERSONAL AND SOCIAL ADJUSTMENT APPEARED TO BE FAVORABLY AFFECTED WHEN SELF-DIRECTION WAS USED. (JH)