The purpose of this study was to determine the effects of the Future Problem Solving Program on gifted students' ability to solve futuristic problems. Two specific research questions were asked. The first question dealt with the effects of the Future Problem Solving Program on subjects' total score on an ill-structured problem. Question two asked which components of the Future Problem Solving process differed across groups. Subjects were fourth- and fifth-grade gifted children in a suburban school district (Southeast Texas). Thirty-three students assigned to treatment had participated in the Future Problem Solving Program for at least 6 months, while the 28 control subjects were non-participants in this program. All subjects attended a Mock Future Problem Solving Bowl and completed a problem booklet similar to those used in the program. Results of analysis indicated a significant effect for treatment on total score. In addition, there were significant differences among four of the six components across groups. There was a significant overall effect for the Future Problem Solving Program on the solution of futuristic problems similar to those used in the program. With the knowledge that the subjects did not differ in their performance on two components of the process, "best solution" and "plan for acceptance", the conclusion was drawn that it is possible that experimental subjects, who had knowledge of the evaluation procedures, concentrated more on components that had a higher possible score than these two components. (Author/CL)