A formative research study was undertaken to describe changes in academic, social, emotional, and behavioral functioning of 14 participants in the grade 3 pilot gifted class during 1983-84. Data were collected from the following eight sources: standardized academic tests, teacher questionnaires, parent questionnaires, student interviews, observation of student behavior, affective testing, grade 4 teacher questionnaire, and a survey of elementary gifted programs in Ontario. Findings included superior academic functioning of participants compared to peers, negative change in teachers' ratings about students' cognitive functioning, a general improvement in many emotional behaviors, gains for all students in reading, and decreased parental satisfaction with transportation arrangements and extracurricular activities. Appended materials include a draft of the pilot program objectives and responses of parents, teachers, and students to Project questionnaires. (CL)