Abstract Innovations in learning technologies can contribute to more interactive teaching and learning environments and activities that support richer autonomous and collaborative student learning. Such technologies are increasingly embedded into gifted and talented student education to provide teachers and students with more sophisticated and effective instructional and learning tools. The aim of this literature review study was two-fold. First, to gauge Saudi gifted and talented students' views of the integration of technologies for learning into enrichment programs and differentiated curriculum approaches. Second, to investigate how technologies for learning in enrichment programs and differentiated curriculum approaches contribute to Saudi gifted and talented students' learning and development. This study undertook a review of current research and industry literature related to technology use in gifted and talented education in Saudi Arabia. Analysis was conducted related to research findings on students' learning and development, curriculum planning and implementation, students' learning environments, and programming. The findings revealed Saudi gifted and talented students generally perceived the use of technologies made a positive contribution to the development of their creativity skills and their innovative thinking. They also indicated however that their technology-based online learning experience was at times inefficient and ineffective at supporting their learning outcomes. This literature review study also technology use in gifted and talented learning settings in Saudi Arabia contributed positively to the development of students' learning outcomes including approaches to self-regulated learning, their metacognition skills development, and their abilities to gather and evaluate facts and information. It was concluded that Saudi teachers of gifted and talented students must continue to develop their capabilities and have access to support to utilise learning technologies in meaningful ways to meet the expectations of gifted education programs.