The purpose of this study was to investigate the early identification of linguistically gifted students and analyze effective strategies for teaching Swedish to meet their needs. In addition to this, the study also sought to highlight how guardians and teachers perceive the school leadership’s support in developing differentiated teaching methods which challenge and stimulate these students. By combining different perspectives on identification, differentiation and organizational support, the aim of the study was to contribute to a deeper understanding of how schools can create a more supportive learning environment for linguistically gifted students. The study addressed the following research questions: 

· What do teachers need to understand to recognize signs of and identify linguistic giftedness at an early age?

· What strategies can be used to differentiate Swedish language teaching to meet the higher linguistic level of these gifted students?

· To what extent do guardians and teachers perceive that school leadership provides support to promote teaching that challenges and stimulates gifted students?

Data was collected through qualitative content analysis and semi-structured interviews. The theoretical framework was based on three models: Sims’ cluster model, pedagogical ABC and Blooms revised taxonomy, which served as the study’s main analyzing tools to highlight identification, differentiation and school leadership support. Based on previous research, the theoretical frameworks, and our own empirical data, two key themes emerged as the purpose of our study. Collaboration with guardians and within the school, as well as knowledge and skills development, recur in all three research questions as important to being able to identify these students, differentiate teaching for them and support them adequately. These findings can be used to create a more supportive learning environment, both from a macro and micro perspective. Further research could focus on the student perspectives and their well-being, which only briefly was mentioned in this study but proved could fill an entire study alone.