Giftedness is a complex concept and there is no generally accepted definition, but it changes and shapes through history. The task of teachers is to look at each student as potentially gifted, individually adjust their teaching and teaching strategies as much as possible and thus help them develop their full potential. Scientific research on how teaching should be adapted to a gifted student, ie which teaching strategies have the greatest benefits for a gifted student in the Republic of Croatia, exists only for subjects such as art or music. Precisely because of the lack of research, I decided to research this topic in order to come up with new insights that would contribute to pedagogical science and practice. Therefore, the aim of this research is to investigate which teaching strategies are used by teachers in working with gifted students and what are their benefits for the gifted student. The theoretical part of the paper will be about giftedness and gifted students in general and what the work with them should look like and which teaching strategies are especially useful for gifted students. In the empirical part of the paper, I will present a research conducted on nine primary school teachers working with gifted students. The results of the research show which teaching strategies teachers use in working with gifted students, how they assess their competence to work with them and the situation in the school regarding the care of gifted students.