Two papers examine perceptions about gifted students. In the first, studies related to labeling gifted children are reviewed. The report cites the uncertain nature of the results and the differing opinions about labeling. A brief overview of the evolution of labeling theory as an outgrowth of social deviance theory is also included. The second paper reports a study of 161 teachers' attitudes related to attributions they made about gifted students in their classroom. Four attributions (ability, effort, task difficulty, and luck) were explored along with 10 affects (anger, pride, satisfaction, gratitude, disappointment, surprise, guilt, unhappiness, pleasure, and happiness). Preliminary results suggested that the label of gifted by itself does not appear to operate in any significant way unless it appears in conjunction with other student characteristics such as motivation. (CL)