Differentiating curriculum and pedagogy is a dynamic process that is dependent on the interrelationship between intrapersonal and environmental factors that can support the unique educational needs of gifted students. A Model of Dynamic Differentiation (MoDD) was developed from a larger study based on the ecological systems theory, an in-depth literature review, and a mixed-methods study. The mixed-method study examined teacher's perspectives of differentiated instructional approaches in middle primary classrooms. Part of the larger study is reported here, that is, a case study of interviews of inservice teachers' perspectives of differentiated practice for intellectually gifted students in middle primary multi-grade classes. The MoDD enables educators to explore the interrelationships between relevant external and internal entities that support quality educational environments for gifted students and can be used to support teachers' planning and their implementation of differentiated teaching and learning. The author suggests four interconnected phases with exemplary principles and strategies to support differentiation for talent development in the primary classroom. Recommendations for future practice and research are also provided.