Introduction. The article addresses the problem of preparing future educational psychologists for tutoring support of gifted children. The study aims to identify the level of readiness of future educational psychologists to implement tutoring activities with gifted students and to substantiate the necessity of purposeful development of relevant competencies within the professional training process. Methodology and Methods. The theoretical part of the study employed the method of analyzing domestic and international psychological and pedagogical literature on the issues of giftedness, tutoring support, and professional training of educational psychologists. The empirical part included a pilot survey of 37 students enrolled in the program 6B01101 Pedagogy and Psychology at A. Myrzakhmetov Kokshetau University, comprising four closed-ended questions aimed at diagnosing awareness of tutoring support, understanding of the needs of gifted children, self-assessment of the level of professional readiness, and attitudes toward the necessity of specialized training. Results. The study revealed a gap between students' intuitive awareness of the specific needs of gifted children and their actual readiness to implement tutoring support in professional practice. The majority of respondents assessed the level of relevant training provided by the current educational program as insufficient. Scientific Novelty. The theoretical foundations of tutoring support for gifted children have been systematized and analyzed in the context of the professional training of educational psychologists. Practical Significance. The findings substantiate the necessity of purposefully incorporating tutoring competencies into the content of professional training for future educational psychologists and may serve as a basis for developing specialized courses and programs aimed at building readiness for tutoring support of gifted children within higher professional education.