The purpose of this study was to investigate the views and attitudes of early childhood special education teachers towards the special education of a gifted child. The study has been conducted from the perspective of equal learning. The starting point for the study was whether special education should or should not belong to a gifted child. Admitting and recognizing the need for support is a prerequisite for providing support. In addition to defining talent, the theory section addresses the factors that influence the generation and maintenance of talent and, more broadly, the factors that influence a child's learning from the perspective of a child's learning potential, motivation, and support. The study discusses whether the need for support for a gifted child in early childhood education and pre-primary education is accepted and recognized. How the support for a gifted child was organized was also studied. In addition, it was explored what affected the child's talent and its birth mechanisms in teachers’ opinion. From the equality perspective, the need and the right to special education for a gifted child were discussed from the viewpoint of both the individual and, more widely, society. The study is a qualitative phenomenographic study. The data was collected through interviews. The interviewees were special education teachers who work in integrated small group / groups as either special education teachers, consultants or special resource teachers. The study was carried out in a city in Western Finland. Transcription and classification were used in the analysis of the data. The results of the study are not very generalizable due to the small sample size. The reliability and generalizability of research could be improved by conducting research with a wider population and sample size. The main finding of the study is that teachers believe that special education should belong to a gifted child, but in practice it does not. It is challenging to draw the line between quality education and special needs education. The talent or strengths of a child are recognized differently. Every child's right to equal learning was recognized, but there were various challenges in providing support. From an equality perspective, it appeared that every child should have the right to learn at his or her own level, but that does not mean the same quantity and quality of support for each child.