Background and Purpose: Identifying and guiding gifted students is considered one of the most significant challenges facing educational systems. This study was designed to evaluate the system for identifying and guiding gifted students at the primary school level (focusing on Tehran) and to identify strengths, weaknesses, and strategies for improvement.

Research Methodology: A mixed-methods approach (qualitative-quantitative) was employed to investigate the subject. In the qualitative phase, 15 in-depth interviews were conducted with experts, and the data were coded and analyzed using schematic content analysis via ATLAS.ti software. Subsequently, in the quantitative phase, a questionnaire comprising 19 items (using a 5-point Likert scale) was distributed among 387 stakeholders, and the results were analyzed using descriptive statistics, the one-sample t-test, and Pearson correlation.

Findings: The research findings indicated that the current system for identifying special talents faces structural challenges, such as an over-reliance on intelligence tests, the neglect of individual differences, psychological pressure, and a lack of continuous follow-up. Quantitative analysis corroborated these challenges and revealed that the effectiveness of intelligence tests falls below the desired level. Conversely, strategies such as educational differentiation, the fostering of creativity, and family involvement have been highly welcomed by stakeholders, signaling a readiness to transform this system.