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A week should cure her enthusiasm.

DD11, 6th grade, had been warned about the cruelty of middle schoolers, but apparently she was expecting the teachers to teach once they got past the 2-day orientation to the school. "I know *I* probably won't learn anything new, but I thought the other kids would!"
Science, Day 1: look for pictures in the book you think are interesting
Day 2: discuss the pictures and diagrams in Chapter 1, Part 1
Day 3: discuss the definitions of the highlighted vocabulary words in Chapter 1, Part 1, and make an artistic poster for the wall defining "Observing" (Mom, I don't think there was anyone in that room who didn't know what 'observing' meant in kindergarten).

Enthusiasm effectively cured. Can't wait for Day 4.

DD7 is still enthusiastic going into Day 2, with only a bit of a damper due to the (fact?) that her 2nd grade class is the only one that can't bring snacks. I use the term loosely because I'm not sure if she understood properly or if that is in fact the case. She's really bummed about it anyway.

DS10 is dampened completely already due to the "homework" he had to do this morning -- he and I had to sign all the syllabi for his classes, and he had to come up with a comment and a question to write on the math one. Woe is him. He could have done it last night, but I didn't manage to get around to checking his backpack until after he was in bed, and he didn't look closely enough at it or didn't remember to tell me other than "you have to sign stuff". Just wait till the regular homework kicks in!

This reminds me of Ramona Quimby's first day of kindergarten, and how she kept wondering when they were going to learn stuff like reading.

DD6 started talking all the time about going to kindergarten when she was just turning 3 so you can imagine how excited she was last year when the moment finally came. At this point she was already reading 4-6th grade level books, knew basic addition, subtraction, simple multiplying and fractions etc

I remember her sitting at breakfast exclaiming excitedly "finally I am going to kindergarten where I can learn to READ and WRITE and do MATH....(pause)....of course I already know how to read...(pause)...and write...(pause).... and do math...well...(long pause)...I am sure it will be fun anyway."

And of course it wasn't. The first question on the "getting to know you" questionaire the 1st teacher sent home yesterday is "Does your child like school?" I am still contemplating the answer. Leaning towards answering, "She really wants to like school." and leaving off the "but it was a really big let down last year" as I would like to sound positive about the upcoming year.

How about "She really likes to learn new things."? It sounds positive, is truthful and may open a discussion later about what she doesn't yet know.

DS's 8th grade math teacher spent the whole first week of school on administrivia: reading the rules, discussing the rules, penalties for breaking the rules, filling out forms that said you understood the rules, and taking forms home so that parents could read rules and sign off on same. Then they talked about "math myths" like "there's no such thing as a mathy mind." Believe it or not, things actually went downhill from there. The math instruction that year was risible.

I like Ametrine's response. It becomes something you can circle back to when the problem of fit becomes apparent. "The problem is, she loves to learn new things, and..."

That sounds about like the first week with Connections in most high school courses.

Here, this is our class. It is about {subject}.
This is an introduction to the various types of assignments in our class.
This is how various types of assignments will be graded.
This is a list of the materials that you should have available for you.
You should organize your schedule so that you get these large projects completed-- here is an organizer to help you with that.
Finally-- a QUIZ! About our CLASS! (Sometimes this is related to class structure, sometimes it covers formatting assignments, etc.)

Yup. First four days-- even in AP.