The aim of this research is to examine the relationship between higher order thinking skills and critical thinking of gifted talented students, as well as the opinions of teachers who are teaching gifted talented students about the transfer of higher order thinking skills from curriculum to the gifted talented students. Mixed method was used in the research. In the first phase of the research, a study was conducted to measure the relationship between students' thinking skills and critical thinking. In the second stage, interview questions were prepared and applied to the teachers with reference to the items to be measured for qualitative research. As a result of the correlation made to investigate the relationship between higher thinking skills and critical thinking; positively significant correlations were found between the gifted students' ability to acquire knowledge, to apply knowledge, and to use knowledge, which are sub-dimensions of higher order thinking skills in general. Interview method was used for qualitative data in the study. As a result of qualitative research, the advantages and disadvantages of reflections of critical thinking skills on educational programs, evaluations of applied critical thinking skills in order to see the projections in the program, and the method techniques used to reach the goals.