This study explored teacher perceptions toward giftedness among rural children from economically disadvantaged backgrounds, before and after staff development. The study also explored the influence of staff development on teacher-designed instructional strategies to nurture giftedness. Five teachers at a K-4 school in rural Arkansas participated in the year-long study. Following the collection of baseline data, four inservice sessions were delivered over 2 months, and continuing staff development was provided in the form of team planning and demonstration teaching by the participant observer. Findings revealed multiple views of giftedness, personal influence, and the effect of systematic staff development for each of the five teachers. At the beginning of the study, each teacher relied on one or two indicators from four categories to determine giftedness: advanced thinking, creativity, academic excellence, or leadership abilities. Each teacher changed something about her perception of giftedness during the study. Initially, teachers had differing views about how they influenced learning potential. During the study, teachers came to feel that gifted potential was influenced through activities that involved students in thinking questions, creativity, experiential activities, and community resources. Two teachers implemented enrichment activities following staff development. Four of the five students nominated for the gifted program by the school were approved. A case study of one of the teachers is presented to illustrate findings. (Contains 24 references.) (TD)