Jerusalem school posychologists helped to formulate principles for the specialized care of gifted pupils in four elementary schools. For reasons of public policy and because of educational and social psychological considerations, no separate classes were created. Instead, special teachers were assigned to provide individual and group guidance for gifted children at various grade levels, without isolating these children from their normal classroom environment. A number of activity patterns emerged during the first year of the program. An initial appraisal indicated that the project led to a more flexible attitude in the schooling organization of the general student body. A number of problems were observed.