Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.