The Intellectually Gifted/Learning Disabled Project investigated characteristics of this population and implications for educational programming. Twenty-three children, aged 7 to 16 years old, were identified through a referral process involving schools and parents. Only two subjects were female. A detailed analysis of school records; individual assessments of cognitive, affective, and language abilities; and parent interviews were utilized. An instructional component was designed to provide an appropriate and motivating educational program focusing on computer education; affective development; and a study of the brain, learning, and behavior. Among conclusions of the project were the following: that most schools identified students who were underachieving gifted children rather than learning disabled students (who would be expected to exhibit verbal-performance scale discrepancies and large amounts of subtest scatter); that successful learning disabled gifted individuals overcome their deficits by compensating with strengths; and that learning disabled gifted children may "alter the processing" of information by developing strategies using preferred performance modes. Among eight recommendations were the following: evaluate strengths and weaknesses in information processing; assist the development of metacognitive strategies; teach students to compensate for weaknesses by using strengths; develop higher order problem solving and information processing skills. (DB)