Comparing to quantitative expansion of the gifted education, its qualitative improvement has been relatively neglected. However, the gifted education in Korea reached the take-off stage, enhancement of education quality is more emphasized and therefore teachers’ professional development is highly demanded. This study seeks for the ways to promote teachers’ learning community in arts gifted education, through which they, as professionals, could practice self development continuously. To do this, I defined the meaning of teachers’ learning community, and then investigated on teachers’ perceptions and needs for learning community through the survey and in-depth interviews. Lastly, by examining the cases on teachers’ learning communities of arts gifted education, I drew conclusions and implications. As a result, most arts teachers thought they needed educational experiences for their professional development although they couldn't participate in teacher training program or learning community. Most teachers answered that it was because of the poor working environment. In order to promote teachers’ learning communities, we should not only discover best practice cases but also support teachers to participate in researches and educational activities.