The aim of this study is to determine a framework for the environmental education of gifted students, based on what kind of environmental education they want to receive. The research carried out for this purpose was conducted based on the case design. Eight gifted students attending a Science and Art Center (BİLSEM) in the Central Anatolia Region in the first semester of the 2019-2020 academic year participated in the study. Semi-structured interview form was used as data collection tool in the study. The data collected through interviews were analyzed with content analysis technique. Findings of the research show that according to gifted students, the aims of environmental education are to create environmental awareness in individuals and to provide individuals with environmentally friendly behavior, in this process, participants think that teachers should be role models and leaders of the process, and they care about the active participation of students in the process. In addition, it was determined that the participants did not desire a theoretical environmental education, but an environmental education that they would learn by living and exploring, based on practice in non-school environments. Based on the results obtained; suggestions have been made such as popularizing the use of out-of-school learning environments that will enable students to make contact with nature and to learn by doing, and to prefer practice and research-based teaching methods in teaching to be carried out both in school and out-of-school environments.