Gifted and talented (GT) learners in most classroom settings endure unchallenging curriculum, a slow pace of instruction, and a state of ignorance by many of their general education teachers. The authors wanted to know how in-service teachers, preservice teacher candidates, and preservice education students viewed GT learners. The authors also wanted to know how their respondents felt about teacher training specific to the nature and needs of GT learners. Information was gathered via pre/postcourse questionnaires to describe existing beliefs and assumptions that individuals in various phases of teacher development held regarding GT learners. Findings suggest that the preconceived beliefs held by individuals about GT learners guide the willingness and approaches used to teach children more so than specific training in the nature/needs of learners. (Contains 3 tables.)