A 5-year longitudinal study of the implementation of an affective curriculum in a school for gifted children, in the form of weekly development-oriented, teacher-led small-group discussions for all students in Grades 5 through 8, found that initial resistance changed to receptivity and gains over time. Analysis of Likert-type responses and brief comments from the students offered guidance for curriculum development and delivery. Differences in a positive direction reflected institutionalization of the group program and support for continuation. However, findings also underscored the need to clarify the purpose of the program to students, select discussion topics carefully, consider gender when forming groups, provide adequate time for group meetings, and provide adequate training for group facilitators. (Contains 8 tables.)