Gifted children in grades 7-9 (N = 98) judged the importance of selected teacher characteristics in personal-social, cognitive, and classroom management domains. Subjects were enrolled in a gifted program in a large junior high school in West Texas. Gifted children were found to prefer personal-social characteristics over cognitive or classroom management characteristics. Results were compared to findings of a similar study conducted in Israel in which cognitive characteristics were found to be most highly valued.
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