The purpose of this study was to determine the feasibility of using a cognitive model in-group work to improve the social skills for gifted children. Sixty-four children were randomly assigned to an experimental group and a control group (32 children in each group). Thirty-two children's parents of the experimental group were also involved. Each group was asked to complete two forms of measurement. Firstly, a measurement was used to assess the utility of a cognitive model     in group work to improve the social skills of gifted children.  Secondly, another measurement assessed the parents observations of their children at home during the experiment. Children in the experimental group were introduced to the cognitive model to build their social skills. The intervention lasted for 14 weeks. Children in the experimental group and the control group completed the measures again.  The results suggested that using a cognitive model is an effective method to improve the social skills for gifted children.