This study investigates the alignment between Nissen's assessment scales for giftedness and Gagné's Differentiated Model of Giftedness and Talent (DMGT). Nissen's assessment scales have previously lacked clear theoretical grounding, leaving a gap in understanding how these scales could align with theoretical models. This study aims to address this gap by systematically examining whether the statements within Nissen's assessment scales can be theoretically anchored within the DMGT model. It aims to provide a deeper understanding of the theoretical underpinnings of Nissen's scales and their potential relevance in identifying gifted student. The DMGT model provides a robust foundation, encompassing various factors in giftedness development. Nissen's scales are recognized in Denmark as valuable tools for identifying giftedness among students. This study employs a qualitative comparative assessment of Nissen´s scales within the dimensionality in the DMGT model. The results were validated through an independent analys to construct validity. Some preliminary results are for example that Nissen´s scales identifies components in the DMGT model regarding intellectual giftedness. However, the interpersonal catalysis physical traits in Gagné´s DMGT-model is completely lacking in Nissen´s lists. In the presentation, I will more thoroughly present the results.