This study investigates the impact of various ‘gifted and talented’ initiatives, brought in by successive governments in the UK since 1999. The research employs the Case Study method in an inner-city London primary school. Data gathered from semi-structured interviews with teachers, teaching assistants, pupils, parents and senior managers was analysed, using a thematic method. Documents including the School Development Plan, Ofsted reports and internal policies were also analysed, as well as lesson observations. A literature review encompassing both the history of ‘gifted and talented’ policy development and research on identifying and providing for ‘gifted and talented’ pupils revealed a notable lack of empirical research evidence as a basis for the policies. The emphasis on identifying ‘gifted and talented’ pupils in the policies, with less guidance about provision, possibly led practitioners to unfruitful and inaccurate directions. The research was contextualised by a review of the role of the Local Authority, in which the school was located, in implementing ‘gifted and talented’ policies. The importance of this diminishing role was confirmed. The challenge now is how to disseminate future initiatives, with no clear way to communicate with school leaders. The subsequent Case Study identified the strengths of the policies as raising awareness of the needs of this group of pupils, as well as finding a need for more professional development for teachers, which is unlikely to be met, since the policy was disbanded in 2011. Other findings showed that, whilst teachers have become more accepting of ‘gifted and talented’ policy, the lack of guidance about provision led to them using self-theories and professional experience to ensure ‘gifted and talented’ pupils have opportunities for challenge, with mixed success. More information, based on evidence-based research, needs to be made available to teachers to ensure they can provide effectively for this group of learners.