The word "talent" is similar in meaning to "aptitude" or "ability," referring to an innate ability without any instruction (Wu, 2004). It could be defined as possessing a set of abilities that can be demonstrated in activities, particularly sports, creativity, or the arts (Cambridge Dictionary, 2025). It can also be further defined as a person "talent" possessing these abilities. This term is also similar to the concept of giftedness and in Taiwan specifically refers to artistically-talented classes, including music, art, and dance, in public schools established under the Arts Education Act (MOE, 2015), as well as students with exceptional artistic talent under the Special Education Act (MOE, 2023).Based on the above background, this study adopts a historical approach to collect opinions on the behavioral characteristics of students with musical talent in grades 3 to 12 through document analysis and focus group interviews. The researcher examined the relevant content in the legal text and admissions guidelines for the system for cultivating outstanding musical talent in elementary and secondary schools since it was enacted in 1984. The researcher also invited 11 school teachers and academic experts who have participated in the identification of musically-talented students to conduct three focused group discussions on the description of behavioral traits applicable to outstanding children musicians.The results of the study are as follows:1. Historical documents show that The behaviral characteristics of the musically-talented are closely related to giftedness, but some descriptions are too brief and should be supplemented with more specific explanations. Furthermore, these behavioral characteristics should be used effectively according to regulations, including the background of the applicant, the form format, and the sealing method after completion.2. Through focus group discussion and consensus, first of all is that the behaviral characteristics of the musically-talented gradually differ with age. Second, the behavioral characteristics of the musically-talented should include sensory, operational, creative, application, and attitude. And the last is that the behavioral characteristics of the musically-talented must be based on educational theory and be reflected in educational practice.3. Concluded on the above, the researcher developed three sets of behavioral characteristics checklists suitable for identification of elementary, junior high, and high school admission to the music specialized program. Taking for example, the 10 basic traits are: excellent sound recognition ability, excellent ability to distinguish melodies, excellent ability to distinguish timbre, excellent memory for pitch, singing ability, music improvisation ability, excellent concentration in music learning, excellent critical ability in understanding music they appreciate; ability to use imagination to connect with music and other arts; and possessing excellent potential for musical development. In addition, there were fifteen traits for the junior high level and twenty traits for the senior high level. The three checklists listed both traits descriptions and directions and evaluation could be divided into five levels including completely consistent (4 points), generally consistent (3 points), partially consistent (2 points), slightly consistent (1 point), and completely inconsistent (0 points), along with the decision criterias of excellent, above average, average, below average, and low which was resulting in a total of seven levels.In meanwhile, the researcher also proposed recommendations for implementing agencies and users such as having at least three months of contact and knowledge with the person being observed, allowing to add some supplementary observation descriptions, making the sets of checklists being public on the website of the implementing agency so that families or schools could use it at any time.