This report discusses the outcomes of a study that compared 39 separate class programs for the gifted with 18 pull-out programs in the Metropolitan New York region. Interviews were conducted with teachers and students participating in the two types of talented and gifted programs during site visits to 57 schools. The results of the study indicated that the administrators in the pull-out programs originated and monitored their programs more closely than the traditional programs for the gifted. Pull-out programs were found to be better provisioned and more professional. The teachers in the pull-out programs were found to have more initial training, were encouraged to take more inservice training, and read more books and articles dealing with gifted topics. The teachers in the separate classes had more complaints than the pull-out teachers. The most serious weakness for the separate class programs was the heavy burden on the teachers constantly to devise their own curriculum above and beyond the normal course content. Pull-out programs also had a more modern structure by incorporating more screening committees, involving more parents in selection, and systematizing the selection progress to a greater extent. Furthermore, the pull-out programs were evaluated more than the separate class programs. (Contains 16 references.) (CR)