Following up on data compiled in a report issued two years previously, this article discusses the outcomes of a gifted program for children ages 13-14 in Torokszentmiklos, Hungary. It begins by describing the aim of the program and its main content elements. The program was designed to make learning methods and strategies of pupils effective, and to develop students' self-knowledge, self-image, and social image. Seventy-eight students participated in the program. Results found: (1) pupils participating in the program were talented and had high IQ scores, but had not automatically developed learning strategies; (2) the program lasted 15 weeks and resulted in measurable development; (3) the most intensive development was remembrance of text; (4) methods of attention functioning developed rapidly; (5) learning methods played an important role in effectiveness of learning; (6) development of learning methods and school achievement were positively correlated; (7) there was no significant correlation between learning methods and scores of intelligence; and (8) there was not a strong correlation between students' opinions of themselves and the opinions of their classmates; and (9) there was no correlation between learning methods and self-evaluation and evaluation of other people. (CR)