There is a growing body of evidence that a separate maturation level exists for youngsters in the middle school years. Research data indicate that middle school youth possess similar physical, social, mental, and emotional characteristics. A creative development of middle school programs is clearly needed. Various facets of middle school programs are outlined. (1) The environment ought to be a dynamic and active school in which youngsters may pursue learning free of unnecessary restraint. (2) A revitalized curriculum would include three elements: analytical, personal dynamics, and expressive arts. (3) Student grouping should reflect the rate of mental, physical, social, and emotional growth. (4) Activity programs which enable boys and girls to participate both separately and collectively are successful. (5) Flexibility in scheduling can facilitate learning. (6) Guidance patterns should involve the use of all staff in counseling activities. Related documents are EA 002 528 and EA 002 642. (Author/MF)