Mathematical talent serves as a supporting competency in the achievement of student goals, especially in mathematics achievements. This relates to the potential competencies possessed by students which can be improved by first detecting them, guiding, and training the students, and assessing the performance. This research is a phenomenology study which examines the experience of teachers in the habituation process of honing students' mathematical talents, especially fifth graders. Eleven participants, all teachers, were selected using a purposive sampling technique based on certain criteria and agreed to be interviewed virtually in a Zoom meeting. Data analysis using the Bodgan and Biklen model was conducted in several important stages, including data collection, data reduction with Nvivo 12 Plus, verification, and decision-making in the form of drawing conclusions as well as the essence of the teachers' experience. The results of the study showed that the efforts made by teachers to condition themselves to hone the students' mathematical talents were not yet optimal. Detection of mathematical talent was limited by selecting students with the highest test scores, whereas assessment and evaluation were carried out only based on the completion of the mathematical olympiad questions given by the teacher. Therefore, there is a need for further research to detect mathematical aptitude accurately and to develop a valid assessment model that is adapted to the cognitive level of elementary school students.