This qualitative study was designed to identify teacher perceptions of gifted education and students identified as academically gifted through the use of metaphors. Findings suggest that the teachers held a positive view toward gifted education and children identified as gifted. These beliefs influenced the means in which they service students in the general classroom. However, results indicated a limited understanding of the various models that identify and service students that are gifted. It was evident that attempts at meeting the needs of the gifted population were partially successful. The analysis suggested the need for professional development for educators in the areas of gifted education, particularly the characteristics of giftedness and the various strategies to best meet the needs of those identified as gifted. Metaphors became a tool that elicited descriptions of children identified as gifted from the perspective of the educators. The understanding of the metaphors linked teacher perceptions about gifted education and giftedness to suggestions of program models that ultimately will affect teaching practices.