Giftedness is a set of traits, highly above average general or specific abilities, a high degree of creativity and motivation which enables gifted people to develop outstanding competencies and achieve extremely above average accomplishments and/or works in one or more areas. Children with disabilities are children who show certain developments deviations, they need additional support of the environment, especially in the area of education, care, protection and rehabilitation because they are unlikely to reach or maintain a satisfactory level of development and health. The types of development are: visual impairment, hearing impairment, speech, language and voice disorders, reduced intellectual abilities, autism spectrum disorder, motor disorders and chronic diseases, attention disorder with hyperactivity, specific learning disabilities. Gifted children with disabilities are those who represent the most vulnerable group because they have a high level of abilities, but also they have development disabilities which interfere with various educational processes. Sometimes, due to the difficulties, giftedness is not recognized; sometimes, giftedness is recognized, but because of behavioral problems, these gifted children do not receive a properly adjusted educational programs. The aim of the research is to see how familiar classroom and subject teachers are with the characteristics of gifted children and children with disabilities. Also, the aim is to investigate whether teachers recognize a gifted child and a gifted child with disabilities. In the research participated 130 primary school teachers. For the purpose of the research the questionnaire was modified according to the scale from the Zbirka psihologijskih skala i upitnika (Ćubela Adorić, Burić, Macuka, Nikolić Ivanišević i Slišković, 2020). The results showed that teachers are able to recognize a gifted child with disabilities. It can be concluded that gifted children with disabilities have similar characteristics as gifted children without disabilities.