Persson's (2012a) target article calls for a cultural sensitive research paradigm in the science of giftedness. It charts the potential threats to research validity affected by cultural bias having implications on study and practice in gifted education. The eight recommendations heading under: (1) mindset and habits; (2) research skills; and (3) self-knowledge and cultural competence proposed by Persson (2012a) are very important. The first seven, considered by researchers, will definitely improve credibility and contribute to developing culture-sensitive research paradigms. The eighth recommendation involving the acquisition of cultural competence learning about own and other cultural beliefs, and value patterns is the most difficult to accomplish. In this commentary, the author poses some questions concerning: (1) cultural clusters constituting countries; (2) fundamental perceptions differences; and (3) cultural relativism in research and teacher education. In addition, the author attempts to answer the following question: What do cultural relativism and culturally responsible research have to do with teacher certification programmes and gifted education services?