This report describes the education of gifted and talented students in the Calgary (Alberta, Canada) Public Schools based on achievement information, classroom observation, and a survey of parents and teachers. Chapter 1 introduces the report, outlining recent changes in the gifted education program, controversy over the development of gifted education programs, and the socially constructed nature of giftedness. Chapter 2 deals with performance of gifted students in grades 5, 6, 8, and 9. Strong performances were exhibited in writing, while performance was not as impressive in the arithmetic domain. Students appeared to value intellectual effort and resisted the pull toward academic mediocrity. Chapter 3 presents the results of a survey of 202 parents, 107 teachers, and 26 people who were both parents and teachers. The survey identified respondents' views on issues in gifted education, characteristics of gifted students, and quality of gifted programs. Chapter 4 reports on visits to GATE (Gifted and Talented Education) classes in both congregated and integrated settings. Discussion of the school visits is organized around the topics of leadership and school philosophy, student activities and behavior, programming, selection and monitoring, and the importance of the arts. A concluding chapter makes overall observations and suggestions. Appendices contain example assessment tasks and scoring keys, summary statistics, and a copy of the survey questionnaire. (JDD)