Forty-four teachers (K-12) participated in a 6-hour university training course on teaching gifted students. Data were collected via questionnaires administered before, during, and at the conclusion of the course. The major problems perceived in the initial rating were planning, identification, and time. Before, midway through, and after training, teachers were asked to rate 21 competencies according to their needs as teachers of the gifted in four domains: (1) implementation practices of the gifted program, (2) assessment and curriculum delivery, (3) behavior management strategies, and (4) evaluation strategies. Competencies which decreased 50% or more from the first rating to the final rating included skills in implementing students' educational programs in the classroom, adapting materials to meet academic needs, and designing evaluation instruments geared toward academic programing. It is concluded that by allowing direct teacher input regarding their perceived needs, the relevance of the training appeared to provide decreases in the problem areas the teachers described. (CL)