This study aims to analyze accelerated education program implementation, especially (1) input (antecedents), (2) process (transactions), and (3) product (outcomes). The samples were determined by purposive with total number forty eight respondents, includes principal, teachers, students, and parents. The method was based on Stake model with qualitative approaches. Data collection used document analysis, in-depth interviews, structured observations and questionnaire, and were analyzed with descriptive qualitative method with program NVIVO 11, then interpreted narratively with research finding percentages. The result shows that accelerated education program implementation are input at 95.53%, but IQ only reaches 40%, and funding only 60%. Besides, process has an average 100%, unfortunately, teacher’s interest in teaching only 50% and evaluation system at 90%. On the other hands, products mean 100%, but national examination (UN) only 70%. This dissertation is expected, could contribute to knowledge on discovery model / paradigm of accelerated education program.

countenance evaluation, accelerated, giftedness