Several secondary schools established transition classes to support gifted students in the transition from primary- to secondary education. These classes focus on gifted students who have the cognitive potential to successfully complete pre-academic education, but experience social-emotional and meta-cognitive challenges due to, for example, their young age or primary education that did not fit their needs. In this project we map the goals and methods of transition classes and the characteristics of their students. We evaluate how these students develop during and after the transition class, and whether and how transition classes contribute to promising school careers of gifted students.