This paper describes a project to improve the responsibility levels of 16 gifted students in fourth grade attending a daily 2-hour language arts gifted education class. Students had become inconsistent about completing assignments, maintaining an orderly environment, and communicating necessary information to parents. A teacher-developed checklist used before and after the intervention to chart different measures of student responsibility is included. Probable causes of the students' behavior problems are identified, such as the lack of character education at the school. Literature supporting the low level of responsibility generally displayed by students and the need for intervention is reviewed. The specific strategies used to increase the responsibility levels of the gifted students are described, including: teaching the core value of responsibility daily; making use of ceremonies, rituals, and rites to create a place where students experience a sense of security and belonging; seeking student input for rules, guidelines, and procedures; presenting moral dilemmas for students to analyze; teaching a unit on heroes and heroism; creating an anthology emphasizing the virtues of care, quality, and responsibility; having students engage in cooperative learning; and involving students in the community. Data analysis indicated that students became more responsible in producing quality work, maintaining home/school communications, environmental clean-up, effective decision-making, and working cooperatively. (Contains 30 references.) (CR)