Gifted students are not easily identified. They often mask their cognitive skills, use poor writing or might not write at all in class, even though gifted students often know how to write especially enriched and well. Previous studies show that 92% of the examined gifted students in the community Mensa suffered from being bored and not perceiving enough challenges in elementary school. As a consequence of not being able to learn at the fast pace the gifted students' intelligent brain needs, bored gifted students often become homebound. The purpose of this study is to increase the knowledge of how to support gifted students in their writing development. Based on previous research and our studies on gifted students writing development our main questions are as following; What reasoning do teachers use to promote the writing development of the especially gifted students? Which teaching practices do teachers experience as promoting or limiting in gifted students' writing development? Using qualitative interviews and surveys to collect data, our study indicates that gifted students need to experience meaningfulness in the assignment and fully understand the purpose of which, to gain access to their individual development. Principals were shown to have a key role in supporting teachers, enabling gifted students the right to accelerate in the subject and develop teachers' knowledge in gifted students.