This Study examined the relationships between certain teacher characteristics and changes manifested by gifted elementary students in convergent and divergent thinking areas. It was assumed that teachers' intellectual ability, personality and personal experience were the most influential variables affecting pupil growth. Conclusions showed that (1) teacher characteristics do influence significantly the growth of fourth, fifth, and sixth grade self-contained classes with a mean I.Q. of 120 or better; (2) no single teacher characteristic was significantly related to all areas of convergent and divergent growth in the children's scores than were the other variables studied; (4) in general, the teacher who appeared to have most significantly influenced growth in the divergent areas were emotionally mature, energetic, persistent, friendly, and without a crystallized compulsive pattern for attaining social approval; and (5) in general, the teacher who appeared ot have most significantly influenced growth in the convergent area was submissive, dependent, cheerful, alert, not a staunch guardian of morals and manners with a natural warmth and liking for people. (TA)