This research aims to examine the views of gifted secondary school students about the metaverse and their risk perceptions toward the digital environment. In this context, the study group, consisting of 55 gifted students, was determined through purposive sampling. A survey was used to collect participants' views on the metaverse, and the "Virtual World Risk Perception Scale" was used to measure the risks they felt in digital environments. A mixed-methods approach was used in this research. Content analysis was used in the qualitative data analysis, and the ANOVA test and t-test were used in the quantitative data analysis. The findings obtained in the analysis showed that students defined the metaverse as a virtual universe, virtual reality, commerce, and socializing place. It was seen that the place where they met this concept was social media. While the students stated that the use of the metaverse in education could have advantages, such as motivation, a fun learning experience, and a contribution to personal development, they also mentioned disadvantages, such as health problems, addiction, safety, ethics, and disconnection from real life. Virtual-world risk perceptions did not differ according to gender or class level. Students who did not have metaverse experience stated that the digital environment had a higher risk of corruption compared to those with experience.