This qualitative case study of a third-year teacher of intermediate students in a self-contained gifted education classroom uncovers the relationship between knowledge of pedagogical practices from national gifted education standards and their transfer to classroom practice. Ethnographic methods of interviews, field observations, lesson documents, and photographs were used to document the presence of gifted pedagogy in practice. The conceptual framework of NAGC-CEC National Gifted Education Standard 5 and Evidence-Based Practices from Standard 3 of the NAGC Pre-K-12 Gifted Education Programming Standards structured deductive findings. Inductive findings noted the interplay of the emergent themes of knowledge, perceptions, and self-efficacy with practices aligned to gifted education standards. Tensions, resulting from the interplay of themes and their ability to advance or impede practice, are explored. The results of this case study indicated that the subject's limited foundational coursework in gifted education positively impacted her philosophical approach to gifted pedagogy. Engagement in professional development, including networking with gifted education colleagues, advanced the subject's application of gifted pedagogy. The presence of more sophisticated gifted pedagogy and developed curriculum was limited. The implications of these results justify the inclusion of gifted education coursework during teacher preparation programs and support district-wide inclusion of professional development for teachers of students with gifts and talents. [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.]