This study examined the question of whether or not the provision of professional development (PD) for pre-service teachers would change their attitudes toward giftedness and gifted students. The research was conducted with pre-service teachers in the College of Education at New Mexico State University (NMSU). In this random pre/post-test experimental/control group design, an experimental group and a control group were administered a pre-and-post-survey to measure pre-service teachers' attitudes regarding giftedness and gifted students. Data were collected, scored, and analyzed by an analysis of co-variance (ANCOVA) for hypotheses 1 through 6 generated from a survey on gifted attitudes. For hypothesis 7, the data were analyzed using a t-test. For hypothesis 8, the data were analyzed using a multivariate analysis of variance (MANOVA) in order to determine the statistical significance existing between the control and experimental groups regarding attitudes toward giftedness and gifted students at the p < 0.05 level. Results indicated significance on most factors, therefore suggesting that professional development on giftedness and gifted students can be an effective vehicle in providing knowledge about giftedness to educators. [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/en-US/products/dissertations/individuals.shtml.]