This document discusses an Israeli project which targeted intelligent students in disadvantaged areas for special help with the objective being to encourage their college attendance. The introduction describes problems which confront any educational system in a democratic society, such as fostering adolescent development and encouraging quality learning. The underlying assumptions of the project are described, including: (1) the need for a joint school-university development coalition; (2) a continually developing experimental entity; (3) the priority of adolescents as subjects; (4) focus on the gifted among the socially disadvantaged who are capable of higher education; (5) belief that the intellectual potential of disadvantaged areas is greater than that represented by aptitude and achievement test results; (6) belief in a cognitive orientation with an affective basis; and (7) the belief that adolescent learning is aimed at the promotion of responsibility for self-development and coping competence. The organization of the project and the composition of the pupils is described. Twelve elements of the program are listed which range from identification of gifted students to contact with parents and university cooperation and support. An evaluation of the project is also included in the document. The evaluation results state that it was clear that participation in the project increased the readiness and willingness of the students to consider studying in a university which contributed positively to scoring higher on matriculation and university entrance examinations. (ABL)