Although the launch of Sputnik in 1957 is often seen as the catalyst for global interest in gifted education, in Southern Africa, the roots of this field can be traced back to the 1850s following Francis Galton’s visit to the region. Unfortunately, Galton’s influence was shaped by his development of eugenic theories that promoted racist assumptions about the intellectual inferiority of African populations. While eugenics was never implemented as overtly in South Africa as elsewhere, these “scientific” ideas of racial hierarchy had a profound and lasting impact on the gifted education system, which remained largely accessible only to white learners. Even after eugenics was discredited internationally, the educational needs of gifted Black learners continued to be neglected. This is especially concerning given the contemporary recognition that nations must develop their brightest minds to compete in the global knowledge economy. Research in gifted education shows that talent development depends not only on individual ability but also on access to enriched and supportive learning environments. Such environments require differentiated programmes and services beyond those offered in regular schooling, with important implications for pre-service teacher education. To design equitable training programmes in Zimbabwe and South Africa, it is necessary to understand the historical roots of scientific racism, how Black learners were marginalised and how such exclusion can be addressed. Our chapter makes a unique contribution by framing gifted adults as both villains and victims, and as peacemakers. By tracing a line from Galton through Terman to Verwoerd, we demonstrate how gifted individuals helped construct an exclusionary system for whites only. In contrast, the experiences of gifted Black adults reveal both suffering and resilience, offering a framework for rethinking how teachers of the gifted should be prepared to promote equity and social justice.