The theoretical part of the thesis discusses various definitions of giftedness, categorisation of gifted pupils as special-needs pupils, as well as theoretical approaches, myths, and characteristics related to the gifted. The discussion also concerns the education of these pupils, as well as teacher-competency related to this education. An overview of current problems, state, and needs for improvement regarding work with gifted and talented students across the education system in the Republic of Croatia is also provided. The empirical part of the thesis studied a sample of 378 public sector primary-school teachers (working with children from 6 to 10 years of age). The sample included a varied profile of teachers differing in duration of teaching experience, regional placement across Croatia, and level of specialised training regarding the work with gifted pupils. The survey was conducted using the Questionnaire of the Condition and Needs of Work with Talented Students published by Nikčević-Milković, Jerković and Rukavina (2016.). Data were compared between teachers of the pupils in the 6-10 as well as 10-14 age range dependent on the educational background regarding and the length of work experience with gifted pupils. The data analysis showed that both teachers in the 6-10 age range as well as those in 10-14 age range feel that by using their knowledge and skills they do contribute to the motivation and development of gifted students, while at the same time feeling the lack of opportunities for continued in-service training as well as continued support from the respective education improvement authorities, in order to be able to excel in their work with gifted and talented children. The results also showed that teachers who graduated from Masters Degree in primary education report receiving more knowledge regarding working with gifted pupils compared to those holding Bachelors degree.