The basic aim of this study was to determine some of the characteristics of educators and teachers opinions about education of the gifted children and students. In accordance with the specific aims of this paper, 4 hypothesis were formulated. Educators and teachers enrolled in public and private pre-schools and primary schools of the city of Rijeka participated in this research. Overall of 102 educators and 101 teachers responsed to the request for participation in the research. Two instruments were used to collect the data: Opinions About the Gifted and Their Education Questionare (Krijan, Jurčec, Boric, 2014) one designed for educators and the other for the teachers. Factor analysis was used to form teoretical dimensions, different for group of educators and teachers, which is used in correlation with the respondents' answers. In order to test the hypotheses, descriptive method, correlation method and differential method were used. According to the results, educators have mostly neutral opinions toward gifted children; neutral in terms of additional stimulus for gifted children and providing special support and negative towards separation of children in privileged groups. Teachers have positive attitudes toward investing in talented, neutral towards separation gifted in special classes and negative opinions towards separation gifted and typical students and rejecting special support for the gifted.The correlation was found between age and education in colledge of educators and their opinions about gifted children while years of teaching of educators is not significantly associated with their opinions. There is a difference in opinions about gifted regarding to the support of the inclusion and informal training while there was no significant difference of opinions regarding to knowledge of the legislation and experience of professional training. A significant correlation with opinion about gifted was found regarding to age, years of teaching and education in college while sex was not significantly associated. There is a difference of teachers opinion regarding to the support of the inclusion and non-formal training experience while there is no significant difference regarding to the knowledge of the legislation and experience of professional training. There was no correlation between age, work experience and training of educators and perceptions of their competence for the education of gifted children while teachers perception of competence for teaching gifted students were associated with sex and years of teaching.