Artificial Intelligence (AI) emerges as the development of computer systems and software that imitate human abilities and perform human-like tasks. Understanding what gifted students think about this system that includes deep cognitive abilities is considered important. Based on this premise, this study examines the perceptions of gifted students towards the concept of AI. The research was conducted using phenomenological design, a qualitative research method. The data of the research were collected from 50 gifted students enrolled at a Science and Art Center and selected through a convenience sampling method. The "Draw-Write" form was used as the data collection tool. The data obtained were analyzed using content analysis, consistent with the nature of qualitative research methods. The study shows that participants may have three types of positive, neutral and negative roles related to AI. The research findings suggest that gifted students perceive AI as both a supportive tool and a potential competitor to human capabilities. The research showed the need for ethical considerations and awareness of the societal impacts of AI. Their futuristic vision shows that they are ready to explore the potential applications of AI in various fields. By recognising and addressing these perspectives, educators and policy makers can foster an environment that balances innovation with ethical responsibility and enables AI to serve as a tool for collective progress.