The main aim of our research was to examine the prevailing attitudes of Czech teachers to the gifted and their education. We tried to identify and describe how the formation of this attitude is shaped, in foreign research samples, by empirically depicted variables (age, sex, subject taught, class, marital status, educating a gifted person in ones class, self-perception as gifted and gifted family member). Our research reached two basic conclusions. It turned out that teachers global attitudes toward the issue of giftedness and gifted education are, similarly to foreign studies, differentiated into two different groups. The first group can be characterised by a more likely negative and the other one by a more likely positive attitude toward the examined issues. At the same time, it was evident that the most distinct categories were those which were related to more general issues of the attitude toward giftedness, such as the importance of the gifted for society or fear of elitism and which were not related so much to particular educational measures, for example acceleration, integration, etc. Another crucial finding that resulted from our pilot study is the fact that the attitudes mentioned above are significantly affected by the predictor empirically verified in foreign studies, labelled as Contact with giftedness. Teachers who have a gifted family member or perceive themselves as gifted adopt a more positive attitude toward these issues