Robotics and engineering technology use in education has promoted gifted student's learning by fulfilling their needs of cognitive stimulation. However, the psycho-educative effects on these students and its impact on their education have not been fully described. We performed a yearlong qualitative intervention with ten children, exploring the process and effects of robotics and aerospace technology teaching in a full-time special education program designed in America for gifted students on social skills, verbal expression and learning processes. We found that children not only learned about robotics, engineering theory and practice but also improved their learning skills and behavior by having a challenging goal within their education. This technology usage as learning tool enhanced gifted students' social intelligence and verbal abilities.