The aim of this study is to examine whether gifted students' attitudes towards mathematics course, as well as their academic self-efficacy and self-perception levels, differ according to gender, grade level and learning styles. In this study, in which the study group was composed of 91 gifted students, descriptive scanning model was preferred. Mathematics attitude scale, academic self-efficacy scale, Piers-Harris self-concept scale for children and Kolb learning styles scale were used as data collection tools. T-test and Kruskal Wallis H test were used to analyze the data. It was seen from the results that female students had higher mathematical attitudes than male students and fifth grade students than fourth grade students. Students with embedded, assimilating and changing learning styles have higher attitudes towards mathematics lesson than students with diverging learning styles. The academic self-efficacy and self-perception levels of gifted students do not change according to their learning styles. It has been observed that male students have higher academic self-efficacy levels than female students and fifth grade students than fourth grade students. Self-perception levels of female students are higher than male students and fourth grade students than fifth grade students.