Gifted education is specific and requires extensive investment from teachers to respond to their
students’ cognitive and social needs. Due to the link between beliefs and behaviors, teachers’ views
on this issue are often monitored to ensure that gifted students receive educational opportunities
appropriate to their learning needs. This paper presents student teachers’ attitudes to gifted education
and their perception of the teaching profession. It was considered essential to look at how future
teachers relate to the teaching profession to prevent possible problems and better respond to gifted
students’ needs. Eighty-three students of the Teacher Education Faculty, University of Belgrade,
participated in the research. A customized Gagné and Nadeau questionnaire Attitudes towards the
gifted and their education and a customized questionnaire Teacher job satisfaction were used. The
results showed that students have favorable opinion of gifted education in Serbia. Thus, positive
thinking and the theoretical concepts related to gifted education they studied will be appropriately
incorporated into their teaching practice. It also shows that these students are sensitive to other
groups of students with disabilities. A significant belief was that ‘Children with disabilities have
the greatest need for special educational programs.’ The research showed that students are satisfied
with the social position and opportunities for advancement that the teaching profession offers them,
while they are somewhat more dissatisfied with society’s economic position. The positive results are
encouraging because they indicate the existence and maintenance of a positive trend toward Serbia’s
gifted education.