This study aimed to analyze the perceptions of pre-service early childhood teachers regarding educating gifted young children using concept mapping. The following questions were explored in this study: 1. What is the concept map of perceptions of pre-service early childhood teachers about educating gifted young children? 2. How important is the education of gifted young children according to pre-service early childhood teachers? Participants included 43 pre-service early childhood teachers at the brainstorming stage, to gather the possible related statements. Finally, 32 statements were identified, and these were divided and evaluated by 18 pre-service early childhood teachers in a focus group. Subsequently, 137 pre-service early childhood teachers checked the degree of importance of each statement using a 5-point Likert scale. Finally, the statements were analyzed using multidimensional scaling and a hierarchical cluster analysis. The results showed the following conceptual structures. First, the participants perceived the “individual environment” and “the concept of giftedness, and its necessity and recognition” dimensions as separate entities. The participants’ perceptions regarding the education of gifted young included the following four clusters, ranked in a descending order of importance: “teaching-learning method,” “definition of gifted education,” “negative viewpoint,” and “psychological characteristics of gifted children.” Implications of the present results for pre-service early childhood teacher education are discussed.