166 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 9 DOI: 10.4018/978-1-5225-5799-9.ch009 ABSTRACT The highest level of educational quality can be achieved with teachers’ awareness of their fundamental responsibilities in teaching gifted and talented students, knowing their capacities and characteristics and their diferent needs. The chapter presents research on teachers’ self-assessment of their competencies, efcacy, and attitudes towards gifted students in Slovenia. Such students should have the opportunity to develop their skills not being limited by the class average. A selection of appropriate teaching person- nel is needed to accomplish such achievement. The obtained results are presented in relation to three research questions and expose that teachers in Slovenia are usually inadequately informed on work- ing approaches with gifted students; they tend to have low self-esteem in identifying children personal characteristics and commonly choose inappropriate teaching strategies. The study discusses diferent options that would allow teachers to ensure as best education for the gifted children. INTRODUCTION A high-quality education begins with competent teachers involved in education at all levels. In gifted education competent teacher is one who contributes positively to the learning environment by provid- ing unique personal characteristics, energy, strong interest in students and extraordinary strengths in the following roles: subject expert, pedagogical expert, Communication skills, Mentoring, Systematic and formative assessment. Chapter starts from the premise, that only those who are competent, effective and Analyzing Teachers’ Competencies in Regular Classroom Practice With Gifted Students in Slovenia Mojca Kukanja Gabrijelčič University of Primorska, Slovenia Sonja Čotar Konrad University of Primorska, Slovenia