Teachers’ conceptions of gifted and talented students significantly influence their nomination skills and teaching practices. However, research indicates that these conceptions are often incorrect or inconsistent, even among teachers who have completed coursework in gifted and talented education. This study aimed to explore pre-service teachers’ conceptions of “being gifted” and “being talented” using a qualitative case study research design with 35 participants. Data were collected using a multimodal instrument that allowed participants to express their mental representations through various modes such as writing, drawing, and mathematical symbols. The collected data were then analyzed using a multimodal semiotic analysis protocol developed specifically for this purpose. The results revealed that participants predominantly associated “being gifted” with cognitive abilities such as high IQ, scientific inquiry, and mathematics, while “being talented” was linked to cognitive, affective, and psychomotor abilities, including high performance in arts and sports. The findings highlight the need for pre-service training programs that promote scientific conceptions of giftedness and talent, addressing stereotypes and lay misconceptions.