Gifted students are a diverse and frequently overlooked group of students. The needs of these students have been neglected in most Saudi schools, despite the adoption of an official giftedness educational policy(Al Qarni, 2010). Research suggests that this may be rather related to limited gifted education training at the preservice level. In fact, despite the support of Saudi government for gifted education, the availability of preservice training in gifted education continues to be limited at most Saudi universities. Previous research showed a lack of courses related to gifted education not only in Saudi Arabia but worldwidegifted (Hudson, Hudson, Lewis, & Watters, 2010; Clinkenbeard, &Kolloff, 2001). In addition, successful implementationof a training course about giftedness is depends on the attitudes of university faculty, those who are responsible for proposing and providing the course. As a result, this research sought to investigate whether or not a relationship exists between the lack of courses related to giftedness and the attitudes toward gifted education held by university faculty,who is responsible to equip teachers with knowledge and skills to work with gifted students. This study also examines factors that may impact their attitudes toward gifted education.