Giftedness refers to Individual potential for high or outstanding achievements either in one or more areas of ability and gifted learners possess higher level of intelligence when compared with their peers. Talented and gifted individuals high level developments then their peers� underlines importance of the awareness of highly talented and skilled individuals� education. Well-planned education policies and well trained teachers are believed to pave the way to citizens� future well-being and professional success as well as for the benefit of the nations. As all children have the right to be educated and to be engaged in a curriculum according to their level and development then gifted education is in need to be considered and provided for such learners. However, gifted education policies are seen to differ from country to country. Therefore, the present study aims to put forward school legislation and guidelines, specific provisions, teacher training and/or teacher upgrading regarding gifted education in different countries. The present study is designed with qualitative research method approach. In this light, �gifted education� reports and research papers published in gifted education Journals are examined for the case study model with multiple cases holistic design. Education Law, School Legislation and Guidelines, Specific Provisions, Teacher Training and/or Teacher upgrading related to gifted education are the three categories set for the present study. Data is collected by �document analysis�. The result of the study reveals that countries which give importance and apply well-planned education policies, legislative recognition and legislative regulations together with teacher training and/or teacher upgrading regarding the gifted children education are seen to clear the obstacles on the way to citizens� future well-being and professional success for the benefit of nationwide and worldwide.

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