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Teachers have a significant impact on students’ achievements and development of their talents. Attitudes of teachers help understand relationships with talented students and explain the work undertaken for their development. They are also of importance for professional development and culture of school. When are not realized, they become part of the hidden school curriculum, including a source of thinking limitation and professional action. The article presents the results of research on the topic: What is teachers’ attitude towards educating talented students? A five-point scale was used. Statements are divided in 5 fields of gifted students education: teachers’ attitudes towards selecting students by their talents, identification, school support, support outside school, own competencies. The statements of early school education teachers (NEW, N = 37) and senior classes teachers (NKS, N = 69) were compared. From the perspective of talent development, students need different teachers and various type of support at these two stages of education. Early school education teacher should help students „to fall in love” in the field of their talents. Teacher of older students is responsible for teaching techniques required to gain specific competencies within the frame of particular talent. The differences between both researched groups confirm that teachers of young and older students represent slightly different approach in educating gifted students.

Stosunek nauczycieli do edukacji uczniów zdolnych