In the late 20th century, specialists began using tests like IQ assessments to identify children who displayed differences in their thinking and learning patterns. The use of these tests raised questions about how schools and teachers could best adapt their methods to help these exceptional students thrive in school. However, the practice of identifying and categorizing children sparked debates about the fairness of labeling students based on test results. Educators questioned the tests’ fairness, accessibility, and ability to capture the diverse dimensions of intelligence and giftedness, especially since test-taking skills do not always accurately reflect a person's true talents. Giftedness extends beyond natural intelligence; it encompasses emotional awareness, cognitive flexibility, and the ability to navigate complex social dynamics. This paper focuses on the challenges faced by gifted children. It explores the experience of giftedness from multiple perspectives of parents, teachers, and the students themselves providing a comprehensive view of gifted education. Through this multi-faceted analysis, we aim to contribute to ongoing discussions about gifted education and illuminate the challenges educators encounter in identifying and properly instructing gifted students across various educational settings. Findings of the study indicated that gifted students demonstrate more acceptable attitudes toward others and themselves in the course of the study.