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The purpose of this study was two-fold. First, to determine the level of teachers’ desire for professional development in competencies needed to teach gifted learners, and second, to identify differences in the level of teachers’ desirability as it is related to a number of independent measures (gender, primary teaching assignment, years of teaching, and in-service training hours in gifted education). The population studied in this study included all middle school teachers of gifted schools in Isfahan, Iran. Participants were asked to rate their level of desire for professional development in 28 competencies identified as necessary by the University of Virginia to teach gifted learners. Results indicated that teachers have significantly high desirability for professional development in competencies that is related to knowing cognitive and social/emotional needs of gifted learners and adapting their teaching to foster creativity or critical thinking. Competencies related to foundations in gifted education such as the significance of historical events to the field or the contributions of key leaders whose work has direct bearing on the field were perceived by teachers to be the least desirable.

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