This paper describes an exploratory study in which three groups of Latina and Latino high school students, previously identified as "at risk," performed at a level of "giftedness" after an instructional intervention grounded on the theoretical orientations of cultural discontinuity and self-efficacy. A total of 29 Spanish-speaking (but generally not able to read or write Spanish) students participated in advanced Spanish language and literature classes. Twenty of the students successfully passed the College Board Advanced Placement Spanish Language examination, thus receiving college credit. Three aspects of classroom climate and curriculum were identified as indicators of student success: (1) student-teacher relationships; (2) student-student relationships; and (3) teaching-learning strategies. Other program aspects involved home visits and interviewing students to determine their perceptions about ethnic identity, self-esteem, personal academic expectations, and home-cultural expectations. (Contains 18 references.) (DB)