摘要：The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten prima-ry school teachers working in the city of Amasya and had gifted students in their clas-ses. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and ana-lyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating cur-riculum for gifted students; rather they ex-pressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted stu-dents and strategies and approaches about how to educate gifted students. Teachers’ atti-tudes towards gifted students in regular class-rooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.
