The educational system in Saudi Arabia has been developing since the establishment of the Directorate of Knowledge (currently the Ministry of Education) in 1925. Although the teacher preparation programs in Saudi Arabia have been developed under the Ministry of Education, general education teacher preparation programs in the country do not require teacher candidates to take any special education courses as part of their general education training (Aldabas, 2015). Thus, general education teachers are often not prepared to teach in inclusive settings, which commonly include diverse students such as gifted students, students with specific learning disabilities (SLD), and gifted students with SLD. The purpose of this study was to examine teachers' perspectives of gifted students with SLD in Saudi Arabia. Specifically, this study aimed at examining the relationships between teachers' perspectives and background factors, including years of teaching experience and gender, that might affect the teachers' perspectives. In addition, it investigated the teachers' perspectives about the existence, identification, and education of gifted students with SLD in different regions in Saudi Arabia. This study used statistical analysis of quantitative data collected from an online survey that was adopted and modified specifically for this study. The study participants included 936 teachers with various backgrounds working in different grade levels in schools in Saudi Arabia. The results of this study indicated that teachers in Saudi Arabia, in general, had positive perspectives regarding the existence, identification, and education of gifted students with SLD. They also revealed that there were no significant differences among teachers' perspectives in Saudi Arabia based on their years of teaching experience nor gender. It was notable that the majority of participants were general education teachers, and around 59% were female. The mean age of the respondents was approximately 31 years old, which could mean 7-9 years of teaching experience. About 50% of participants have not taught students with SLD and about 41% have not taught gifted students. The results of this study should provide a better understanding of teachers' perspectives about gifted students with SLD in Saudi Arabia, which may lead to more attention to their unique needs and create more supportive learning environments in the future. [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.]