Highly able pupils differ considerably from their age-mates with respect to their learning potentials, actual levels of development, and learning styles in various areas of competence. From very young onwards, these pupils may experience serious motivational, social, and cognitive problems when attending regular education. The research focuses on how to specify and support learning processes of highly able pupils so that they can achieve according to their real potentials in primary education. We also look for empirical effects of adequate learning arrangements on highly able pupils in primary education. The method to answer these questions is as follows. First, theoretical specification of the required support of highly able pupils is based on characteristics of these pupils and on pedagogical, psychological, educational, and organisational outcomes of empirical research. Second, this conclusion leads to the formulation and specification of three dimensions that seem to respond to the learning needs of highly able pupils. Third, prototypes of both relevant curricula and ICT support were developed in collaboration with school practice. Fourth, using a longitudinal intervention design, an experimental study is being conducted in which five randomly selected primary schools function as control schools and five randomly selected primary schools act as experimental schools.