This report describes the strategies, accomplishments, and outcomes of a project designed to identify economically disadvantaged rural gifted children (grades 3-8) from African American, Hispanic, Native American, and Appalachian descended, rural Caucasian populations. Project objectives are outlined, along with evidence of their accomplishment. The project developed instruments and procedures for identifying ethnically diverse gifted students and developed science curriculum procedures and teaching strategies appropriate for nurturing the talents of these children. Findings of the project are discussed. These include: (1) the identification procedures developed for the project significantly increased the number of disadvantaged rural gifted children from diverse populations being served; (2) the elementary school science curriculum interventions improved the scientific problem-solving skills of identified students; (3) a follow-up study of students in junior high school showed a maintenance of creative writing skills and self-concept scores, while science attitude and achievement, as well as other creativity measures, dropped; (4) participating teachers became sensitized to the greater abilities of previously underserved children; (5) identification improved student self-confidence and aspirations to graduate from high school and attend college; and (6) effective implementation of these changes required considerable support from project staff, principals, gifted coordinators, and teachers. Appendices contain an Internet workshop evaluation and case studies of students benefiting most and least from the project. (CR)