This project examines theories of talent foundation and types of talent, especially the manifestations of artistically gifted children. It also deals with identification processes related to the recognition of artfully gifted pupils in elementary schools. It provides a brief overview of the most important theories related to the phenomenon of talent and an overview of the various instruments and methods used to identify students who are above average gifted for artistic creativity. The aim of the project is to contribute to the quality of recognizing art-gifted children in elementary schools by analyzing existing questionnaires as to how well teachers are capable of recognizing artfully gifted children. A sample of the study involved 174 classroom teachers from the Split-Dalmatia County. The survey analyzed previously collected questionnaires filled by teachers and they were scientifically processed. Thus, it was established that teachers whose education lasted longer recognized the art of a gifted child, thus confirming the importance of formal education. More experienced teachers also more successfully recognize the artfully gifted child compared to those with less experience and in that sense, they can be an important source of valuable advice through the knowledge gained through experience. This can improve the existing pedagogical practice. However, those with a shorter term of 5 years and longer education are considered to be the most capable of recognizing artfully gifted children. Teachers are considered competent enough to work with artfully gifted children, all of which is positive for the process of identifying gifted students in elementary school. It is extremely important to recognize art gifted children in time so that through the educational process it can achieve its full potential.