The main purpose of the study was to characterize gender patterns regarding ways of thinking and learning among 242 fifth- and sixth-grade young gifted students in Israel. A written questionnaire was developed to assess ways of thinking as either connected (empathic) or separate (critical, detached). Findings showed that boys consistently rated separate knowing (SK) statements higher than girls, whereas girls showed a slight but not significant difference favoring connected knowing (CK) statements. Psychometric validation of the questionnaire showed that it measured stable, individual differences in ways of knowing and indicated that young gifted children exhibit gender patterns in their attitudes toward learning and knowledge similar to patterns found in the nongifted adult population. Gender differences were also found between different programs for the gifted (self-contained class versus pull-out program).