The study attempted to survey the administrative, guidance, and curriculum practices employed by selected junior high schools in the state of Texas, and to compile the findings of the research in such a manner that other teachers confronted with the rapid learner in the junior high school might have a tangible source of provisions and techniques used by successful teachers. The 40 final participants completed questionnaires adapted to the junior high school level from a study by the U. S. Office of Education. The questionnaire consisted of three categories: administrative provisions; discovering the rapid learners; and instructional provisions and procedures in English, social studies, mathematics, science, home economics, and industrial arts. Results prompted recommendations that a plan for locating the rapid learner be provided and that organized programs of learning experiences for the special abilities of rapid learners be established. Nine tables, lists, and explanations of data are provided. A bibliography cites 19 items. (RM)