CHARACTERISTICS OF THE SUPERIOR STUDENT AND RECOMMENDED PRACTICES FOR WORKING WITH HER ARE DISCUSSED. BECAUSE DIFFERENCE IN INTELLECTUAL ABILITY IS MORE THAN JUST AN INCREASED LEARNING RATE, WORKING WITH A SUPERIOR STUDENT IMPLIES A GREAT DEAL MORE THAN SIMPLY GIVING HER MORE TO DO. MANY SUPERIOR STUDENTS ARE ADVANCED IN SEVERAL WAYS, ABLE TO COMMUNICATE EASILY, RESPONSIVE TO THE ENVIRONMENT, ABLE TO CARRY OUT ADVANCED MENTAL PROCESSES, CRITICAL OF SELF, RESOURCEFUL AND IMAGINATIVE, EMOTIONALLY STABLE, AND SOCIALLY EAGER. ADMINISTRATIVELY, THE SUPERIOR STUDENT MAY BE PLACED IN ACCELERATED ABILITY OR ENRICHMENT CLASS GROUPS. ENRICHMENT PROGRAMS ADD DEPTH AND BREADTH, OFTEN BY ADAPTING MATERIALS OR ENCOURAGING INDIVIDUAL STUDY. GUIDELINES FOR ADAPTING MATERIAL FOR SUPERIOR STUDENT USE ARE PRESENTED. SUGGESTIONS FOR GUIDING AND EVALUATING INDIVIDUAL STUDY INCLUDE CRITERIA FOR SELECTING AND OUTLINING PROBLEMS, STUDENT SELF-EVALUATION FORMS, PROJECT EXAMPLES, THOUGHT-STIMULATING PROBLEMS AND TOPICS FOR INDIVIDUAL STUDY AND CREATIVE PROJECTS OR SUBJECT MATTER FOR ACCELERATED CLASSES ORGANIZED INTO BROAD HOME ECONOMICS SUBJECT AND ACADEMIC SUBJECT AREAS. THIS ARTICLE IS PUBLISHED IN THE "ILLINOIS TEACHER OF HOME ECONOMICS," VOLUME 7, NUMBER 2, 1963. (MS)