Gifted eighth grade students in a rural Minnesota school district participated in a volunteer-run educational program simultaneously addressing their needs for an enhanced, stimulating educational experience and the needs of institutionalized elderly people for psychosocial stimulation. This article reports the successful impacts of the program on the students; students showed cognitive growth, and enjoyed interpersonal development through interactions with persons whom they would otherwise not encounter. The project's successes and problems encountered in its implementation are described within the framework of the developmental stages of groups.
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