The purpose of this article was to investigate the conditions for identifying gifted children in their first encounter with the Swedish school system, the preschool. Interviews were conducted with 10 preschool teachers and 5 principals about their conceptions of giftedness and challenges in meeting the needs of gifted preschoolers in practice. The results explored a lack of knowledge on giftedness among the respondents. Thus, their conceptions of giftedness revealed several dilemmas they face when balancing preschool education between focusing on both the group and individual children, and naming someone as gifted in the strong discourse of egalitarian education in Sweden. The findings identified principals to have a key role in terms of if and how gifted children are supported in preschool settings and suggestions for future research are discussed.