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This article presents findings from a national survey of 149 practicing school counselors who are members of the American School Counselor Association. The survey gathered information on school counselors' perceptions of and experiences with acceleration as a program option for gifted students. Results indicate that, although school counselors' opinions are being solicited in decision making regarding acceleration, they do not possess training and accurate information regarding acceleration. Hence, training and professional development focusing on the research-based practices of acceleration are needed to ensure that school counselors give accurate advice and guidance concerning gifted students' education. Future research is needed to compare and contrast the effectiveness of accelerative decision making between school counselors who are trained and untrained in acceleration programmatic options. Putting the Research to Use: School counselors are ubiquitous to schools and it is expected that they will assume an important role in the academic planning of students. In addition, they are looked to for consultation on the social and emotional development of students and how these dimensions may help or hinder academic choices. This study indicates that school counselors are prominent in the academic and social issues of gifted students when it comes to the issue of acceleration. Parents and educators do look to counselors for information and perspective regarding acceleration and counselors do provide their perspective. Also, acceleration has become a more prominent option for gifted students in schools. Unfortunately, the information and perspectives of school counselors on acceleration is not based on formal training and familiarity with the research but on informal information and limited knowledge of the research. School counselors are not well prepared to fulfill their role in helping parents, educators and students make sound decisions regarding acceleration. This study makes it clear that there is need for formal training of school counselors in the research and practice of acceleration both at the preservice and inservice levels. School counselors should participate in acceleration decisions because they bring a general and comprehensive understanding of the student. However, they need a specific understanding of acceleration in order to be effective in such decisions. (Contains 3 figures.)

Identifies the academic, social family and transition issues that challenged the inaugural class of the National Academy of Arts, Sciences and Engineering (NAASE), an early-entrance program at the University of Iowa, Iowa City. Assessment of the students' satisfaction and challenges with their first-semester college experiences; Evaluation of the effectiveness of the NAASE program from the students' perspective.