This study explores teachers' perceptions, attitudes, and strategies for educating gifted students in inclusive classroom settings within the Kingdom of Bahrain. A comprehensive survey was conducted with 410 teachers from private and government schools, investigating their approaches to identifying, understanding, and supporting gifted learners. The research employed a quantitative methodology using the Survey of Practice (SOP) to examine teachers' attitudes, confidence levels, and instructional strategies for gifted education. Key findings revealed significant variations in teachers' perceptions of gifted students. While teachers demonstrated high confidence in adapting lessons (mean 4.256) and individualizing instruction, they acknowledged challenges in consistently identifying gifted students. The study highlighted that teachers recognize gifted students require specialized educational approaches, including independent study, higher-level thinking activities, and problem-solving tasks. The research underscores the critical role of teacher attitudes and competence in developing gifted students' potential. Results indicate that teachers largely reject misconceptions about gifted learners, such as the belief that these students can succeed without guidance. The study recommends targeted professional development to enhance teachers' skills in recognizing and supporting gifted students' unique educational needs.

Keywords: Gifted children, teacher attitudes, inclusive education, instructional strategies, professional development.