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Intervention with the gifted through summer programs is briefly discussed with particular attention to student expectations. An argument is made for theoretically based research on the academic expectations of gifted adolescents. Concept mapping is described as an alternative methodological approach to such research, and a concept map is presented of gifted students' expectations for a summer enrichment program. Findings are discussed as they relate to research and intervention with gifted adolescents, and implications for follow-up are outlined.

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Completion and performance data from 92 high ability seventh and eighth grade students in an eight-week summer programme conducted in 1989 and sponsored by the GTE Service Corporation are examined.