Although considerable attempts have been carried out within the EU towards a by some means common strategy for nurturing gifted pupils, national policies related to the development of mathematical giftedness, as well as fostering practices in schools and approaches within teacher education are still defined by sociocultural differences between respective European regions. In this paper, we are presenting research-based approaches for the development of mathematically gifted pupils in three European regions and concrete examples from Germany and Sweden of how the concept of mathematical giftedness can be introduced in teacher education.