This study of gifted elementary school students was carried out to determine the effect of philosophy for children with children's picture books in the improvment of critical thinking abilitys and values education of gifted primary school students. Explanatory design of the mixed method was used in the study. In the quantitative dimension of the research, a pre-experimental research design and case study were used in the qualitative part. Sixteen gifted elementary school students were included in the study. In the study, data collection tool "Determining Student Views on Values Education in School Environment" survey and "Critical Thinking Self-Regulation" scale were used. In addition, semistructured interviews were held with gifted students.The change between scale and score obtained by survey was analyzed by Wilcoxon Signed rank test, qualitative data were analyzed by descriptive analysis As a result of the analysis; It has been found that philosophy for children improves the critical thinking skills of gifted primary school students, while failing to contribute to values education. Gifted primary school students have stated that they find philosophy for children useful on the grounds that they teach to discuss and respect different ideas, and that they want to practice philosophy for children constantly because it is fun. In order to improve the critical thinking skills of gifted students and to carry out value education in a healthy way, paying attention to the individual differences of the students can ensure that the results are good.