This thesis examines the work of the Irish Centre for Talented Youth (CTYI) over a two year period between the years 1994-1996. It evaluates the means by which CTYI identify academically talented 12-16 year olds and explores the rigorous and challenging coursework that it provides for the highly able student. The research is both quantitative and qualitative in focus, assessing how students, instructors and other key programme personnel view the CTYI experience. The Centre offers fast paced enrichment courses during the Summer and on Saturday mornings throughout the year. Participants on these courses are assessed in terms of both academic and social satisfaction. Comparative analysis between students who took part in a CTYI programme and those enrolled in secondary schools is conducted using the Myers-Briggs Type Indicator, a self review personality measure representing behavioural preferences and preferred self-descriptive adjectives. The thesis concludes with the current status of education for the academically talented in Ireland with recommendations for future practice.