Abstract: The purpose of this study is to investigate classroom teachers’ perceptions about academic versus creative giftedness by analyzing 221 teachers’ recommendation letters submitted for participation in a university-based gifted science program from 2009 to 2014 based on network text analysis. The main results were as follows: First, regardless of the type of giftedness, teachers’ perceptions were focused on cognitive aspects. Second, ‘achievement’, ‘thinking’, ‘leadership’, and ‘diligence’ in academic giftedness, and ‘friends’, ‘diversity’, ‘curiosity’, ‘reading’, and ‘self-leading’ in creative giftedness were key words to connect not only main concepts but also various aspects. Third, ‘study’ and ‘excellence’ were relatively important concepts in academic giftedness. On the contrary, ‘experiment’, ‘exploration’, and ‘concentration’ were relatively crucial concepts in creative giftedness. Finally, cognitive aspects with ‘scoring’ and ‘solving’ were shown in academic giftedness, and affective, social, and environmental aspects with ‘activity’ and ‘curiosity’ were shown in creative giftedness.
