In this article, we review the advancement of gifted education in Argentina which has been scarce and discontinuous, particularly, in the public sphere. About the primary conception of giftedness and/or talent, we mention the obsolete struggle between those who only consider a high intellectual coefficient (IQ) versus a more comprehensive perspective, considering a greater number of variables and data obtained from different sources. Regarding to talent and giftedness's evaluation, we found a greater efficiency in identification from parents than from teachers who mainly identify academic talent. Related to the development at school, most of our studies find the deficiency of teacher's training as a relevant fact. Strategies applied by teachers are moderate and applied in an intuitive way. It is also found that families with some talented or gifted member do not find restraint by the educational system looking for options in extra-school environments. The main contributions and scientific findings in Córdoba are related to the opening of a free Public University Service and the validation of reliable measuring instruments with statistical local data. The absence of legal instruments, which regulate the identification and the educational responses, remains a difficult to provide appropriate programs and services for the exceptional students. Finally, as future lines of research we consider to increase the ones recently initiated, related to the effectiveness of parents in the identification of talents and /or giftedness and the early identification in children from different social contexts.