The high abilities / giftedness subject has been discussed for many years and the cientific literature has recommended conducting a multifactorial process which considers gathering information from different psychometrics measures, general observations, evaluation of produced schoolwork, and also the teacher’s judgment, whose information can help find the presence of indicative criteria of giftedness. This brazilian study aimed to investigate the relationship between a student performance on a battery to assessment giftedness and a scale answered by the teachers (external criterion). The sample of students (n = 87), composed of 53% female and aged between 9 and 18 years (M = 12.70, SD = 2.60), came from a public school in the state of Sao Paulo. They all responded to the Battery for Assessment of High Ability, that consists of four subtests of intelligence and two of creativity. The teacher sample (n = 20) answered the Teacher’s Rating Scale for Giftedness, that consists of five areas of development (general intellectual ability, specific school skills, leadership, creativity and artistic talent). The results showed positive and significant correlations between all intelligence subtests and some measure of teacher scale. Regarding the subtest of figural creativity, it was observed that only the emotional factor correlated with the creativity of external criterion measure, and only the cognitive factor battery correlated with the artistry measure of teacher scale. These results corroborate the literature, indicating easier for teachers to identify student in cognitive / intellectual capacities.