The purpose of this study was to explore the effects of the Integrative Education Model for elementary gifted students. Experimental-control group design was used. Seventy elementary gifted students in Taipei area participated in this study and divided into experimental and control group paired with IQ, gender, and language and math achievement. Eight days winter camp intensive teaching was implemented by using sixteen lesson units in math, science, social and culture studies with integrating brain physical, emotional, cognitive, and intuitive functions. Data were gathered through direct observation checklists, learning effect questionnaires, creativity tests, curriculum-based summative and formative assessments, and videotape analysis. The main findings were: (1) Integrative Education Model teaching had some significant effects on enhancing creativity abilities of elementary gifted students, especially in elaboration ability; (2) Integrative Education Model could increased some math, science, and culture performances through formative curriculum-based assessments; (3) Experimental group students classroom participation, attentions, and oral expression were high; (4) Subjects were highly satisfied with the Integrative Education Model for its learning environmental factors, unit design and teaching methods; (5)Nearly all teachers participated in this study were satisfied with this teaching model. According to the research findings, the researcher gave some suggestions for future implementations.