General education teachers have limited opportunities for professional learning that is designed to develop their capacity to differentiate curriculum and instruction adequately for gifted students. Administrators' decisions related to professional learning for general education teachers in gifted education are influenced by many factors. This qualitative descriptive case study used a Delphi methodology to identify factors that influence school administrators' decisions, and elicited proposals for future actions to mitigate some of the negative factors related to inadequate professional learning for general education teachers in gifted education topics. Three rounds of questionnaires were delivered via a web-based service to experts in gifted education, professional development and school administration. Four themes emerged from the study: the influence of differing perspectives on the problem, the necessity of making informed decisions, the challenge that competing priorities pose for administrators, and the need for professional learning to develop general education teachers' capacity to address the needs of all students. Findings from this study can be used to inform administrative practice, gifted education reform/advocacy efforts, and to suggest research agendas that explore some of the issues and concerns raised by the experts in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]