“In the last decades there has been special interest in studying the attitudes of regular teachers towards gifted education and gifted students. It is well known that teachers make a difference, and that their attitudes and perceptions have an effect on the students’ performance. While much has been researched about teachers’ attitudes on gifted students and gifted education, there is a lack of understanding of teachers’ attitudes towards acceleration as an educational practice for gifted students. The special interest of studying acceleration is that it has been considered as one of the most effective interventions for gifted students. Meta-analytic results have shown acceleration of gifted students has predominately positive effects in both the cognitive and affective domains of these students. Surprisingly, teachers have been persistent and doubtful about whether this is the best option for gifted students and schools have been resistant to provide more flexibility in order to fulfil the educational needs of gifted students. The main purpose of this study is to understand the predictors of teacher attitudes, in Mexico, on acceleration of gifted students, using a number of variables, including cultural variables. A mixed methods approach is used in this study. Surveys will be developed and administered to elementary public school teachers in Mexico. Data will be analysed using quantitative and qualitative techniques. Policy makers, psychologists, educators and families may use the findings of the investigation to assist gifted students whose needs are not met by the regular curriculum. This investigation may contribute to gaining a fuller understanding of teachers’ attitudes towards acceleration and to find ways to enhance positive attitudes towards accelerative practices.”