Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social–emotional and behavioral problems. A pullout program, the ‘‘Day a Week School’’ (DWS), was offered to gifted children in 25 elementary schools from neighborhoods of higher and lower SES in Amsterdam. Objective To investigate whether DWS decreases children’s social–emotional and behavior problems and parents’ stress, and improves children’s self-concept, enjoyment at school, and academic achievement. Methods Gifted children (grades 3–5) were selected through a standardized identification procedure assessing ‘‘out-of-the box’’, logical, and creative thinking and motivation (n = 89). Children, as well as both their parents and teachers, completed questionnaires before the start of DWS and after 2,5 months. Results were analyzed for all children and for at-risk children with higher levels of psychopathology before starting DWS. Results Analyses on the total group showed small positive effects on children’s selfreported self-concept dimensions, scholastic competence and behavioral conduct, as well as on fathers’ reported child prosocial behavior. In the at-risk group, children reported medium positive effects on scholastic competence and behavioral conduct, and on sleep problems and worry, and small improvements on enjoyment at school. Parents of at-risk children reported decreased child’s somatic complaints and decreased social–emotional and behavioral problems. Finally, the teachers of the regular schools reported higher academic achievement and medium positive effects on inattention-hyperactivity in the at-risk group. Conclusions Day a Week School appears to be a promising pullout program for gifted children, particularly for children at-risk for psychopathology. Considering the short period that the children participated in the DWS program during this research, it is likely to say that particularly the special attention, the recognition and the interactions with the peergroup are the most important factors in the positive effects of this program on the participants, especially the at-risk group. Further research is necessary to get a better view on the key factors in the positive effects of a pull-out program like DWS for gifted children.