This thesis reports the results of a qualitative case study of a program for the musically talented, which was conducted in order to elucidate the role of the institutional program in the development of musical talent. The subjects were the students of the 1994 -1995 cohort of the Mount Royal College Junior Academy in Calgary, Alberta, their parents, teachers and administrators. Semi-structured interviews, questionnaires and researcher observations were used to collect the data, which included perceptions and observations of the program. Data analysis revealed a strong positive role for the Junior Academy, whose benefits derived from three principle sources within the program; the musical peer group, the performance opportunities and the program structure. Findings concur with the literature regarding the importance of excellent teaching, goal-oriented practicing, and strong, continuous motivation. In addition to these, the program provides numerous performance opportunities, creating a unique combination that strongly promotes talent development.