The Swedish educational system has, so far, accorded little attention to the development of gifted pupils. Moreover, up to date, no Swedish studies have investigated teacher education from the perspective of mathematically gifted pupils. Our study is based on an instructional intervention, aimed to introduce the notion of giftedness in mathematics and to prepare prospective teachers (PTs) for the needs of the gifted. The data consists of 10 dynamic geometry software activities, constructed by 24 PTs. We investigated the constructed activities for their qualitative aspects, according to two frameworks: Krutetskii’s framework for mathematical giftedness and van Hiele’s model of geometrical thinking. The results indicate that nine of the 10 activities have the potential to address pivotal abilities of mathematically gifted pupils. In another aspect, the analysis suggests that Krutetskii’s holistic description of mathematical giftedness does not strictly correspond with the discrete levels of geometrical thinking proposed by van Hiele.