The paper describes steps taken in initiating a program for gifted students undertaken in 11 secondary schools in Cape Province, South Africa. The development of an identification model was made difficult because the fixed South African educational system inhibits creativity and productive thinking abilities. Factors used to select students for the program included previous and current academic achievement, intelligence quotient behavior characteristics, and teacher and pupil nominations. Differentiated goals were developed for each participating school based on numbers of students and staff involved, facilities available, and geographical area. Within each school, a steering committee of interested staff designed a prototype program which used combinations of the four available teaching strategies: enrichment, grouping, acceleration, and guidance. The system of withdrawal is used heavily in all 11 schools. Curriculum design presented the greatest difficulty for each school; the most popular model used was Bloom's Taxonomy of Objectives. The Betts and Knapp model on autonomous learning was also useful. Evaluations considered both the program as a whole and the individual pupil's work. Descriptive examples of programs developed in three of the schools are provided. (VW)