The study explored teacher attitudes towards gifted programming and the gifted label, and determined whether teacher attitudes changed after being involved with an elementary school gifted program. Twenty-nine elementary classroom teachers in Jefferson County, Colorado, were surveyed as their school was beginning to host a full-time, self-contained gifted program and again after being involved with the program for 8 months. The teachers, after initially being positive towards the program, reacted negatively concerning their own happiness, other teachers' happiness, and the desire to have the gifted program at their school. Teachers also had strong feelings that the gifted child probably did not want to be gifted and that gifted children are an elite group, have high expectations from parents, and lose friends. It is concluded that teachers and students should receive training on the unique needs of the gifted child so that a more equitable understanding takes place among the different groups. Includes eight references. (JDD)