As gifted teachers are closely involved in identifying giftedness and practicing gifted education, they have a lot of influences on the gifted education. And its importance can be also found for that their practical knowledge of gifted education derived from experiences can provide a structure or form of explicit theory. Therefore, this study attempted to explore the perceptions of giftedness and gifted education in visual arts by using the interview method. As a result of the study, it was found that gifted teachers perceive giftedness in visual arts from various angles in terms of artistic ability, creativity, and affective characteristics. Next, it was found that teachers recognize gifted education based on their belief in giftedness in visual arts formed through their prior gifted education experience. Research participants' perceptions of art gifted education were categorized into ‘art expression capacity development education’, ‘in-depth education focused on individual areas of interests’, and ‘convergence education’. Unlike previous studies that explored the universal perception of art gifted teachers through quantitative research methods, this study is meaningful in that it analyzed gifted teachers' perceptions of art giftedness and gifted education in depth and comprehensively based on the context of individual participants.