This monograph describes Project START (Support To Affirm Rising Talent), a three-year collaborative research effort to develop and apply gifted identification procedures based on Howard Gardner's (1983) theory of multiple intelligences. Specifically, the study attempted to: (1) develop identification procedures; (2) identify high-potential primary age students from culturally diverse and/or low economic backgrounds using the multiple intelligences model; (3) investigate the reliability and validity of the identification procedures; and (4) test the efficacy of specific interventions on student achievement and attitudes about school and self. Identified students were assigned to one of three conditions: an experimental condition involving modification of classroom activities and a family outreach program; an experimental condition involving modification of classroom activities, a family outreach program, and a mentorship; and a control group. Findings of the qualitative and quantitative study are grouped into the following categories: psychometric properties of the assessment tools; achievement, attitude, and self-concept; teacher changes during the project; outcomes for students and their families; elements of the program found to be most effective; and other qualitative findings. Two appendices include a project lesson development flow chart and classroom observation protocols. (Contains approximately 225 references.) (DB)