Six hundred and seventeen teacher-nominated Chinese gifted students rated the importance of 25 characteristics and 14 competencies for teachers of gifted learners, and all 39 characteristics and competencies were endorsed as important. The 25 teacher characteristics could be conceptualized in four dimensions, as an individuality orientation, a change orientation, a regulated working orientation, and an achieving orientation. The 14-teacher competencies could be conceptualized in two dimensions, as specific teaching skills and global-consultative skills. Characteristics related to the individuality and change orientations and competencies related to specific teaching skills were rated as more important. Implications of the findings for teacher selection and teacher preparation for teachers of gifted learners are discussed.