Some differences in the cognitive domain of gifted students from their peers; learning speed, memory ability (Akarsu, 2004; Ataman, 2004; Feldhusen, 1998; Finley, 2008; Sak, 2010) and self-regulation and planning skills (Finley, 2008; Terman and Oden, 1976; VanTassel-Baska, 1998a). Also, their intrinsic motivation is greater (Gottfried & Gottfried, 1996; Hong, Greene & Hartzell, 2011; Jeltova & Grigorenko, 2005; Lens & Rand, 2000; Phillips & Lindsay, 2006) than their peers. Many educational strategies have been proposed for the education of the gifted students in the world (Renzulli, 1977; Betts, 1986; Rogers, 2002; Kulik, 1992; Maker; 1982; Siegel, 2005; Sak, 2009; Tomlinson et al., 2002; Reis & Renzulli, 1978; Van Tassel-Baska & Wood; 2009; Kaplan, 1986; Feldhusen & Kollof, 1986). In Turkey, gifted education has been one of the academically popular topics (Gokdere, Kucuk & Cepni, 2004; MoE, 2013) especially establishing of Science and Art Centers (SACs) in Turkey (MoE, 2007; Kunt & Tortop; 2013). Besides, Education Program for the Gifted Students -a new program- which was founded in Anadolu University and coordinated by Prof.Dr. Ugur SAK (Sak, 2011). The Education Program for the Gifted Students’ Bridge with University (EPGBU) which was established by Hasan Said Tortop at Bulent Ecevit University at Center for Special Education Research & Application (Tortop, 2013c), and carried out to bring an innovation in gifted education in Turkey