The main purpose of this paper was to determine early childhood educators’ attitudes towards recognition, identification and work with gifted children. The goal was to determine if there is a difference in attitudes depending on the place they work (village, town), age of educators, education and experience of educators working with gifted children. The research included 110 early childhood educators from different kindergartens in the Republic of Croatia. For the collection of data, 3 questionnaires were used to examine attitudes according to the characteristics of gifted children, work with gifted and gifted education, and also the implementation of gifted education programs. According to the results of the research, educators have predominantly neutral attitudes to the characteristics of gifted children, which means that their prejudice to giftedness is not expressed to a great extent. It was determined that educators have positive attitudes towards recognizing the needs, support, and social values of the gifted, and do not agree that special treatment for the gifted means the privilege of giftedness and elitism toward the gifted. Although the educators have stated that there is identification of gifted children in their kindergarten, few of them carry out special programs for gifted children. Educators who have a job in the city, compared to those working in the village, have somewhat more positive attitudes towards the characteristics of gifted children. The place of work does not affect attitudes of educators towards work with gifted children or their education, and also implementation of programs for gifted children. There was no correlation between age, education and experience in work with gifted children and the attitudes of educators to the characteristics of gifted, work with gifted, gifted education and the implementation of gifted education programs.