This paper first reviews the development of gifted education in Taiwan over the last two decades and discusses the problems facing gifted education, including conservative definition-identification, the negative impact of entrance examinations, and curricula that are not challenging. The development of a pilot program for highly capable primary students based on Renzulli's Enrichment Triad Model is described. The program focused on using human resources, curriculum compacting, and enhancing creative productivity. A study of the students who received enrichment services found: (1) students who received curriculum compacting in math performed as well as before, although they spent less time in the regular mathematics class; (2) students were more attentive during regular classes because they spent less time and learning became more challenging; (4) other students without compacting did not show negative attitudes toward the students with compacting; (3) in general, teachers had a positive attitude toward compacting; and (4) when students were provided with training in cognitive and affective training, learning how-to-learn skills, using advanced research and reference materials, and developing written, oral, and visual communication techniques, it had a significant impact on individual and small group investigation of real problems and on creativity. (Contains 40 references.) (CR)