STEM education, accepted as one of the most significant educational movements of recent years, is an approach that aims to educate students, including gifted students, in the disciplines of science, technology, engineering, and mathematics as a whole. This research aims to provide a general framework of the effect of STEM education on academic success and social-emotional development using the meta-synthesis method related to the work done for gifted students. The descriptive distribution of 28 studies that meet the criteria for inclusion in thematic meta-synthesis is given according to the data source of the publications. A critical examination of literature published from 2010 to 2020 identified combining and analyzing the results of research on STEM education in the field of gifted education. The view that STEM education positively affects gifted students' academic and social-emotional development has once again been proven through qualitative data. The findings of this study on STEM programs showed that attending a unique program can meet the needs of highly able students. When STEM education is viewed through the lens of the multifactor model, it can be said that it works to meet their academic, social, and emotional needs. While the literature focuses on how these needs are not met, it was refreshing to experience students with high learning potential who are mostly satisfied with their educational opportunities and social environment. Implications for STEM education on academic success and social-emotional development and suggestions for future research are discussed.