The purpose of this study was to examine the didactic-methodical guidelines in the work of elementary school teachers with gifted students, that is to gain insight into didactic-methodical procedures used by the elementary school teachers in working with gifted students. The empirical part of this paper focuses on qualitative methodology. Data was collected using systematic observation of a teacher working with gifted students in the classroom, and a monitoring protocol was used to follow the didactic-methodical guidelines that the teacher uses in his work with gifted students. Monitoring protocol was designed for the purpose of this research. The results show that working with gifted students is a complex and dynamic process that depends on all subjects of the educational process, both the gifted students and the teachers who work with them. In working with gifted students, the teacher uses all social forms of work: individual work, pair work and group work. As a form of educational support for gifted students, enrichment through worksheets, additional tasks and more complex questions is used, and project teaching is used as a learning and teaching system. It was shown to be extremely important to respect the specific individual characteristics of gifted students and to find the best way of working with them that suits each gifted student individually.