The research in this thesis sought to determine the educational outcome of intellectually gifted students in two separate learning environments. One group, the experimental group, received a more teacher directed method of learning while the other group, the control group, was involved in class discussion followed by independent study. Both groups were evaluated by identical pre tests at the beginning of the study and identical post tests at the end of the study. Four students from each group were chosen at random to participate in interviews at the conclusion of the study in an effort to ascertain student evaluation of the expenence.