The current study examined the effects of an intervention developing Futures Thinking Literacy (FTL) among middle school gifted and regular students. Study participants (N = 877) were divided into gifted students studying in separate classes, gifted students studying in pullout centers, and regular students. The quantitative research applied a pre-post 6 by 2 design, when the research group experienced an intervention using the multidimensional curriculum model and the control group studied traditionally. A validated FTL questionnaire applied in the study was comprised of two open questions and 50 statements relating to the cognitive, and social-emotional aspect of FTL. Results indicate that both gifted and regular students from the research group improved their futures thinking and overall FTL. Students from gifted classes preferred more challenging activities, a better learning experience, and more knowledge acquisition. Implications regarding teacher preparation in the field of gifted education are discussed.