Classroom teachers play an important role in the success of gifted programs. During the past two decades, researchers (Bigelow, 1993; Bransky, 1987; Milligan, 2001; Tomlinson, 2001) consistently reported more support from classroom teachers for gifted programming when the teachers had a greater understanding of giftedness. On the other hand, when classroom teachers were unaware of characteristics of gifted and appropriate program services, the chance for successful cooperation in matters of identification and services greatly diminished. Educators of gifted children have an obligation to offer staff development sessions which inform teachers about characteristics of giftedness, assessment procedures, identification processes, appropriate curriculum, and program options. For staff development, gifted specialists have an obligation to model multiple ways to serve gifted children in the classroom. This article suggests several strategies for staff development.