This study investigated whether a number of cultural orientation, sociodemographic, academic achievement, and personal/personal experience variables predict attitudes toward the provision of special programs/provisions for gifted students. Surveys completed by 241 Australian preservice teachers were analyzed using confirmatory factor analyses and multiple regression analyses. The findings suggest that (a) low power distance orientation, contact with gifted persons, and older age predict support for special gifted programs/provisions and (b) the lack of prior experience of an advanced/extended curriculum in a regular classroom and younger age predict the perception that special gifted programs/provisions are elitist.