This chapter examines factors influencing the development of mathematical giftedness in socioeconomically disadvantaged primary school contexts. Drawing on a qualitative study based on problem-centered interviews with experienced primary school teachers and on evaluative qualitative content analysis, it reconstructs how institutional, socio-structural, interpersonal, and intrapersonal factors interact to foster or inhibit the development of giftedness. Data from the study were collected from eight primary school teachers. The findings reveal a predominance of compensatory, deficit-oriented practices that obscure students’ mathematical potential, while teachers’ diagnostic sensitivity and reflective pedagogical agency emerge as key leverage points for equitable and potential-oriented gifted education.