The purpose of this study was to develop and test written and observational instruments and to investigate the relationship between the attitudes and behaviors toward gifted children among teachers of the gifted and those among teachers of regular classes. The subjects consisted of 13 teachers of the gifted and 25 preservice and inservice teachers of regular classes. A Likert-type attitude scale completed by all of the teachers was used to determine the attitudes toward gifted children held by the two groups of teachers. A random sample of six teachers was drawn for classroom observation to measure the cognitive level of classroom questions. Through a principal component analysis (with varimax rotation), four homogeneous sub-scales were delineated from the attitude scale. There were no significant differences in attitude between the two groups of teachers. However, the teachers of the gifted were more in favor of special education programs for the gifted, and asked a significantly greater proportion of higher-level classroom questions, than the teachers of regular classes. The attitude scale is in the appendix. (Author/MLF)