This report describes a 3-week, six-credit, graduate-level summer course on teaching gifted and talented students, which was designed to change beliefs about giftedness and improve practice. Interviews with the 50 course participants (teachers, administrators, and resource persons) were conducted after course completion to determine their views regarding course effectiveness. Most participants indicated a change in their understanding of the nature of giftedness and greater sensitivity towards and recognition of the needs of gifted learners. They identified factors that hinder change in teachers' practice, such as lack of administrative support. Changes in teachers' practice following the course included curriculum compacting, use of J. Renzulli's Type I and II enrichment activities, application of Talents Unlimited strategies, and provision of a differentiated curriculum to gifted students. Although all participants reported changes in beliefs and interest in changing their practices, most also indicated they fell short of their goals. Teachers expressed a need for greater support at the administrative level and from peers. Findings indicate the need for development of a comprehensive program mandated by governmental departments of education and development of a professional forum for maintaining enthusiasm and sharing ideas. More research exploring the relationship between changes in teachers' beliefs and practice is urged. (Contains 15 references.) (CR)