This research examined concerns that primary teachers had in challenging gifted pupils in a normal classroom setting. Research findings in England indicated that children with high ability do not always attain highly, and within the context of primary science education underachievement was often linked to lack of appropriate challenge. The conclusions indicated that there is a need for staff development in order to meet the needs of scientifically gifted pupils. This is likely to help primary teachers to develop the potential of all of the pupils in their classes.