Individuals with special abilities have higher performance when compared to their peers, either in general or in specific areas. Students with special abilities differ from their peers in terms of their characteristics and need; they need to be supported by special educational programs that increase their potential. In formal and non-formal education designed for individuals with special abilities, rather than standardized practices, multiple models based on knowledge sharing and experience and differentiated by students’ interests, abilities, and potentials are preferable. This study aims to evaluate educational support for students with special abilities. In this study, phenomenological qualitative research design was used. The research sample is composed of 251 teachers all of whom provided educational support for students with special abilities in 12 Turkish cities during the 2013-2014 academic year, and their participation in the research was on a voluntary basis. Semi-structured interview forms prepared by the researchers were used for data collection. The collected data were analyzed and evaluated using descriptive analysis and content analysis. The research indicates that there are still deficiencies, although the educational support for students with special abilities has been initiated. This study is intended to help improve educational support for students with special abilities and the quality and design of activities in these programs.