This article discusses the results of a survey that queried 34 Hungarian teachers of gifted children on the definition of gifted children, developing giftedness, behavior problems of gifted children, enrichment activities, and parent participation. The teachers were attending in-service training on giftedness. Findings of the survey indicate that most teachers believed gifted children had better achievement in some school subject, had outstanding abilities in thinking, and were motivated. Teachers believed the most effective ways of teaching gifted students included individual treatment, announcing school competitions, study circles, optional subjects, grouping according to ability, establishing special classes, visiting bigger libraries, and going to university lectures. Common problems among the gifted were identified as asking a lot of questions, interrupting the teachers' explanations, being too critical of others, finishing a task sooner than others and then dealing with extraneous matters, reading secretly under the desk because the lesson is boring, and forgetfulness. Teacher characteristics that help in teaching gifted children are also discussed and include openness, knowledge of subject, creativity, a good sense of humor, motivation, and ability to adapt to the requirements of the student. (CR)