During the past decade, an increase in activity associated with the education of the gifted has been evident. This study provides a social and evaluative framework from which to view two organizational means of making educational provision for gifted students. In-class provision in one school is compared statistically and descriptively with a partial withdrawal system in another. The Stake evaluation model was used to provide a focus and classification system for the collection and processing of naturalistic data. Group tests of ability, attainment and attitudes were administered in order to obtain some more objective data. Evolutionary changes in the schools during the twelve month period make for difficulties in comparison; the reasons for the changes occuring highlight the difficulties which classroom teachers have in understanding and coming to grips with teaching gifted students. Any advantage in terms of student outcomes was weighted towards the school with in-class provision. The writer postulates that this was due to the collective responsibility, or ownership of the program, assumed by the teachers in this school, as opposed to the situation in the other school, where only one teacher, the withdrawal teacher, was prepared to assume this responsibility. This study will provide valuable insight for any professionals who wish to undertake similar programs.