Nowadays, there are more and more potentially gifted children because the world around us is evolving at an enormous rate. Many developed countries, in order to overcome the challenges of modern society, recognize the gifted population as their essential resource. This is where the importance of the educational system comes in, which must follow these changes and be focused on the development of each individual child, ie individualization by which we respect the needs of each child is the key. It is also important that we have a good quality and well-prepared teacher who also has developed competencies for working with special needs children. In addition to teachers, teacher mentors also play an important role in teaching the gifted. Namely, mentoring potentially gifted children is considered one of the important forms of working with the gifted. Therefore, the aim of this paper was to investigate the self-assessment of competence of primary school teachers and mentors, who work in various other forms of working with gifted people such as centers of excellence, which cater to gifted students. A survey was used as a research method, and a survey questionnaire was used as a data collection technique. The research was conducted on a sample (N = 51) of teachers in Rijeka. The obtained results indicate that most teachers do not considered themselves competent to work with gifted students or are not sure, that work experience and previous experience in self-assessment of competence are not statistically significant in our study (because the participants were mostly young teachers working in primary schools with low seniority, as well as poor experience), that there are no differences between self-assessment of competence and teachers’ attitudes about lifelong learning, and that there is a link between professional development and self-assessment of competence in working with gifted students (it is important to note that 27.5% did not participate in any form of training). We also conclude that more than half of the participants have no experience in working with gifted students and that on average teachers have a mostly positive experience, that teachers assess their pedagogical competencies as very good, and that there is a connection between self-assessment of pedagogical competencies and some teachers' attitudes towards the education of the gifted.