In the United States, gifted students spend most of their day in the general education setting. Gifted students need specific support structures and differentiated learning opportunities to thrive academically. In general, teachers do not feel prepared to meet the needs of gifted learners and most teaching programs encompass limited content related to teaching gifted students. Once hired, school district offerings rarely consider knowledge gaps and learning needs of teachers. It is essential that teachers are knowledgeable on how to provide diverse and tiered instruction for gifted and talented learners. The purpose of this study is to explore kindergarten through fifth grade elementary teacher efficacy related to differentiated learning for gifted students in an inclusion setting in Texas public schools and their perceptions of their abilities in relation to Texas core competencies necessary to educate gifted students in an inclusion setting. The study also seeks to identify teacher perceptions regarding current school district and regional professional development opportunities related to teaching gifted students. Participants included kindergarten to fifth grade general education teachers in a suburban school district in north Texas. Data was obtained using a survey of Likert-type ordered-response scale questions and two open-ended responses. Descriptive statistics, Kruskal Wallis one-way analysis of variance, and logistic regression tests were used to analyze data. Participants indicated perceived efficacy in all areas explored. Teachers' perceived areas of strength were their ability to create a safe and responsive learning environment and their ability to integrate learning with other content areas, practical applications, and real-world experiences. Years of experience teaching did not impact how equipped teachers felt to teach gifted students in an inclusion setting but years teaching in the district did. District professional development opportunities seem to meet the needs of teachers overall; however, there was a need for increased availability and relevancy. Regional professional development was not widely known, but those who participated in regional professional development felt it improved their abilities to teach gifted students in an inclusion setting. Based on this information, an impact program evaluation is recommended for the gifted and talented professional development programing at the regional level. [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.]