This study interviewed six preservice teachers in early childhood education at an Australian university concerning their knowledge about and attitudes toward young gifted learning disabled children. Information was sought concerning the subjects' understanding of the term "gifted learning disabled" as well as their ability to identify such children. The preservice teachers were also asked the types of strategies they would use in identifying, planning, and programming for such a child. Excerpts are provided from the interviews showing that students generally had a high level of confidence about defining the term "gifted learning disabled," felt that identification during the preschool years was difficult but possible, had already encountered children they regarded as gifted learning disabled, and stressed the importance of collaboration with colleagues and parents in program planning. Contains 20 references. (DB)