The latest research literature provides little recent information of the condition and needs of gifted and talented students in Croatian schools. Therefore we relied on the research by Vlahović-Štetić and Vojnović during the school year 2000./2001. as well as conducted a new research among teachers of 19 elementary schools in the Republic of Croatia. In the empirical part of this thesis we analysed the descriptive data of the statements based on three factors: A questionnaire of the condition and needs of work with talented students by the author; Nikčević-Milčević and the co-authors (2016, in press). Inferential statistics did not show statistically significant differences. Also, the differences among teachers were examined considering the years of employment and the length of education. Teachers believe they can personally contribute with their work to the improvement and motivation of a gifted student, but they lack additional training, seminars as well as more support of professional development services. The results show that teachers who completed a three-year education and those with more than 10 years of employment, had few study courses on giftedness, whereas the situation was different with the teachers who completed a five-year education.