A multimethod model of educating gifted and talented students was based on graduate students' study of 14 eminent self actualized individuals. Common environmental elements of these individuals were found in parent background, birth order, relationship with family, education, task commitment, personality traits, and interests. The model was designed to include eight components: acceleration of content, experiential opportunities, prescriptive instruction, cultivation of reading, evolution of self direction, divergent-creative problem solving, investigations of real problems, and affective development. Affective development is built in through the use of bibliotherapy. Investigation of real problems is encouraged through resolving everyday problems with the counselor's guidance. Longitudinal evaluation is planned. (CL)