This paper explored the status quo of gifted education in the Moroccan context. The Moroccan educational system remains subtle with regards to giftedness; thereby necessitating to question the communal understanding of gifted education. This study used a survey based upon open-ended responses on individualistic Moroccan perceptions from the educational field regarding gifted education, addressing giftedness and talents, distinguishing the gifted, valuing giftedness, supporting the gifted as well as raising awareness towards gifted education. These aspects deliver responses to the survey while reporting qualitative data thereby shedding light on the educational and learning resources, per se, in the Moroccan educational context. Tackling the given resources has reflected the trending interests in gifted education in Morocco, in comparison with other Arab countries as per the project led by the WGC in an initiative by Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance. Conclusions and implications were thus provided in this study to better serve the gifted education context in Morocco and provide recommendations for further research.