The aim of this review is to synthesize the results of multiple studies that measured teachers’ attitudes towards gifted students and their education. A total of 1,356 references, 28 of which met our selection criteria, were identified through a literature search. The results suggest that teachers generally have a positive attitude toward the needs of gifted students. However, their attitudes toward pedagogical interventions, especially those that remove the child from their reference classroom, are more negative. The literature has tested several predictors of attitudes, but few have shown a robust effect, and the studies are difficult to compare due to significant methodological differences. However, interactions with gifted individuals and personal self-efficacy appear to be the most significant. Finally, there appear to be differences by country of origin related to the concept of giftedness. Further studies are necessary to confirm the impact of these variables and potential cultural differences.