In this study I explored whether or not the high intellectual potential of gifted children helps them cope more easily than other children do with problems, and also examined the children's own assessments of the problem-solving approaches that are thought to affect their social and emotional development. Results showed that children's problem-solving skills are not dependent solely on how academically gifted they are. Therefore, even if the ability to utilize intellectual capacity differs, the development of effective problem-solving skills and consequent productive-thinking skills will contribute to individuals making better decisions during their lifetime and to developing more positive interpersonal relationships. These are issues that merit special attention and further research.