This study examined perceptions of administrators and kindergarten teachers regarding kindergarten giftedness. The study looked at whether administrators and teachers believe kindergarten students can be gifted; whether their schools and districts have policies in place to identify those students; and whether they are required to vary the curriculum for these students. All elementary-school administrators and kindergarten teachers in North Carolina were invited to participate in the study. The survey respondents consisted of 127 administrators and 260 kindergarten teachers. The data concluded that although 98% of respondents believe kindergarten students can be gifted, almost 70% of their schools and districts do not currently have a process in place to identify those students. The results also indicated that the majority of kindergarten teachers and administrators agreed that identification of giftedness in kindergarten is not detrimental to a student's future development. Further results showed no relationship between classroom practices of teachers required to alter the curriculum for students perceived as gifted and those who were not required to alter it. In addition, the research identified the practices of teachers who believe that kindergarten students can be gifted. The resulting implications and recommendations are also included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]