This study aimed at investigating science teachers’ practices in teaching gifted students. To achieve the objectives of the study, the qualitative methodology was used. Accordingly, (13) science teachers were chosen purposefully and observed (65) science lessons which were recorded either in video or audio. The study revealed some significant findings, such as: The scarcity of the gifted-student centered practices (11%). Also, there was little diversity in the fields of learning outcome, and a little use of teaching strategies that develop high order thinking skills such as inquiry and problem solving, and encouraging students to practice self-learning. Moreover, they rarely employed performance-based assessment. On the other hand, teacher-centered practices were dominant with (89%) in the gifted students’ classes. These teaching practices focused on: stating outcomes that promoted low-order thinking skills, using the lecture, ignoring the students’ different learning styles, the use of traditional assessment, and lack of the enrichment activities.​​