In this study, a number of cultural orientation, socio-demographic, academic achievement, and personal/personal experience variables are investigated to establish whether they predict attitudes toward the provision of programs for gifted students. A survey completed by 103 Australian pre-service teachers is analyzed using confirmatory factor analysis and multiple regression analysis. The findings suggest that: self-perceptions of giftedness and high academic achievement in high school predict support for gifted programs, and low power distance orientation, self-perceptions of giftedness, low perceived knowledge of giftedness, and contact with gifted persons predict the perception that gifted programs are elitist.