This study uses a rigorous research process to explore the psychometric properties of the Gifted Rating Scale-School Form (GRS-S) within the Qatari educational context. We employed stratified cluster sampling of 326 students (aged 6-13 years, M = 10.9) from 25 public schools in Doha. Data was collected in the second semester of the 2023-2024 school year and analyzed for internal consistency, factorial validity, and concurrent and predictive validity. Confirmatory factor analysis confirmed the six-factor model (root mean square error of approximation = 0.073, comparative fit index = 0.886). The findings revealed that the GRS-S had high internal consistency ([alpha] = 0.926-0.982), moderate to strong correlations with the HOPE scale (r = 0.651), and solid predictive validity with grade point average (r = 0.917). These findings validate the GRS-S as a reliable tool for identifying gifted students in Qatar, with significant implications for the region's educational practices and policy development, potentially shaping the future of gifted education in the country.