Gifted eighth-grade students who participated in the Layered Learning Mentoring Model (LLMM) program in the field of science in the Science and Art Center were examined with the case study method in this qualitative study. The study aims to explain the Layered Learning Mentoring Model and to evaluate the results of practice related to a) instructional differentiation, b) independent study and c) mentoring in the education of gifted students. Study data were collected through observations, interviews, worksheets and a product. It was observed from the study results that LLMM increases the mentee's motivation and is effective in acquiring the mental habits specific to the scientist, and the mentee shows determination and self-confidence in completing her/his scientific studies. Moreover, the findings showed that treating the mentee like a real scientist in practice encouraged her/him to think and work like a real scientist. In addition, it was observed that the mentee shared, discussed, questioned, justified and presented many different opinions during the independent study with the mentor.