This case study of a restructured high school in Baltimore, Maryland, demonstrates an approach to the education of gifted and talented students utilizing principles of the Coalition for Essential Schools, an education reform movement headed by Ted Sizer. The case study first examines Coalition principles, which call for a commitment to heterogeneous grouping and the elimination of all "special" classes (e.g., advanced placement and honors classes); then recounts the typical daily experiences of one talented tenth grader at the school; and, finally, reports teachers' responses to implementation of the Coalition principles at the restructured school. The nine coalition principles include viewing the student as a worker; mastery of a limited number of essential skills and knowledge; and a school atmosphere of unanxious expectation, trust, and decency. The case study follows the gifted tenth grader through an English class, a Scholastic Aptitude Test preparatory class, a drawing and painting class, and a biology class. Finally, teachers at the school respond to questions which address such topics as: extracurricular activities that appeal to gifted and talented students, advanced placement and tracking, personalized education and the range of abilities, and follow-up of school graduates. (DB)