The paper summarizes a 3-year longitudinal study of a differentiated education program for elementary students with exceptional academic and arts abilities. It is explained that three program options were examined (interest activities outside the regular classroom, curriculum area learning centers, and enrichment). Analyses of pre- and posttests on the SRA Achievement Tests, Torrance Tests of Creative Thinking, Piers-Harris Children's Self-Concept Test, and FIRO-BC, as well as self-reported attitude scales and parent and teacher surveys are reviewed. Presented are findings on the program's effect on the following aspects (sample findings in parentheses): academic achievement (the performance of Ss improved beyond the expectations of normal maturation and development); creativity (Ss had meaningful growth in creativity during their participation in the program); social relations (the program had little or no effect on the social relations of Ss); self concept (Ss had slightly higher scores on the self concept scale than the general population); and attitude toward school and learning (there was a net change in the direction of a more positive attitude toward school and learning. (CL)