The cumulative impact of self contained class placement for 43 gifted students (grades 6 through 8) was assessed and compared to that of 38 gifted students in regular age-grade placement. Ss were compared across multiple goal domains relevant to gifted education (higher order cognitive skills, personal autonomy and responsibility for learning, positive attitude toward school, positive self concept, and extracurricular leadership and participation). Anticipated program effects were not observed, although age and sex differences and program-sex interactions appeared. Results were seen to highlight basic issues and needs concerning gifted program evaluation methodology. (Author)