ABSTRACT
This chapter explores the importance of teacher training in gifted education. The vast majority of teachers in the United States has had little-to-no training in gifted education, including during their preservice years. Other exceptionalities, whether that be twice-exceptionality or being from an impoverished background, only compound the perplexity in equitably identifying and appropriately serving students with gifts and talents. Stakeholders in gifted education share their experiences, complete with suggestions. They also share their stories of joy related to their personal growth as professionals in gifted education.
