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The paper focuses on the research field of optimal integration of gifted children into modern Greek educational structures. The theoretical part of the research paper, administers a bibliographic overview of the literature on charisma, identification capabilities models and moreover provide paradigms from Greece and European Union countries, aiming to pose a clear perspective of the subject on how different education models, incorporates gifted children in education structures. More specifically, the paper’s research orientation copes with: a) the validity of existing charisma diagnosis toolkits, b) gift management by teachers, the optimal manner and timing of enrichment, c) the legal framework and support infrastructures in Greece, and (d) the contribution of differentiated teaching in gifted children management. To respond to the above research stimuli, a twofold of qualitative primary research methodology was selected. In particular, a semi structured questionnaire was used to contact depth interviews along with education executives followed by an extensive observation on public and private schools. Moreover, a secondary research of case studies stemming from the policy of other countries in the subject, was implemented. Initial results indicate the lack of accurate diagnosis of charisma, frequent confusion with ADHD students and learning disabilities and a wider lack of centralized talent management. Finally, an important collateral research finding is the need for social and emotional support for gifted children in the integration process. In this context, it is suggested to strengthen the institution of mentorship, coordinate and institutionalize the criteria for recognition of charisma, such as specialized tests, evaluation of school performance and participation in competitions.