The gifted education is an old field for America and for France which tackled the special education needs for gifted students with researchers whose concepts of mental age and intelligence testing transformed the standards of the psychological science. Thus, the United Arab Emirates (UAE) is still considered premature in this field where minimal attention has been granted to the gifted education area, which is a division of special education. This study aims to explore how inclusive is a British school (BS) in Dubai (UAE) for gifted students, by critically analysing its gifted education policy practices, through the framework of a case study. In order to investigate how inclusive is a British school in Dubai for gifted students, the researcher critically analysed its gifted education policy practices, compared to gifted policy international standards, through a qualitative research approach with a content analysis method. The Findings revealed that the British school gifted policy has few gaps compared to Purcell and Eckert’ standards. Few recommendations were written by the researcher to be provided to the British school educational stakeholders to improve the gifted policy and to enhance the gifted students’ conditions at school.