Decisions on ability grouping of academically gifted students are often dictated by political concerns. Educational decisions should be based on what research reveals about how students learning and social needs are best served. This session explores research on cognitive and affective outcomes of a range of ability-grouping procedures. Does ability grouping decrease self-esteem or lead to conceit or arrogance? Does it enhance academic achievement? Does it depend on the forms of ability grouping employed? This session helps schools decide what forms of grouping might be appropriate for their particular students and their particular situation.