This study explored the assumptions underlying gifted identification process in Kingdom of
Saudi Arabia. A 30-item questionnaire reflecting a combination of the major procedures of
identification of gifted students was created. The factor analysis on the questionnaire appeared five
factors: Continuous assessment, Restricted assessment, Multiple assessment, Individual assessment,
and Contextual assessment. The questionnaire was then mailed and/or distributed to 1623 university
professors, educational leaders, gifted and talented specialists, administrators, and classroom teachers
from different regions (971 male, 652 female). They were asked to indicate the degree to which they
agree or disagree with these assumptions. The results showed that multiple assessment came in the
front of teachers assumptions, while the restricted assessments was the last. The group differences
between participants from different districts were also examined. The results presented an interesting
picture of the assumptions underlying identification practices in Saudi context. Recommendations
suggested that understanding teachers' assumptions about identifying gifted students should be revisit
when reviewing the appropriateness of existing as well as future identification policies and the specific
identification practices guided by national and local educational authorities.