The purpose of this study was to investigate the effect of an instructional program based on the creative problem solving (CPS) strategy on developing creative thinking skills of gifted students with learning disabilities. Twenty-eight students classified as learning disabled with IQ of 115 +, were selected from public and private schools in Amman, and equally divided into two experimental and control groups. A program based on the creative problem solving strategy, composed of (18) training sessions, was constructed and applied on the experimental group over six weeks, with two sessions a day, three times a week. Torrance test for creative thinking was administered to the two groups prior and after applying the program as a pre-post test. The data were collected and analyzed by using descriptive statistics, and the 2-Way Multivariate covariance analysis. The results showed that there are significant statistical differences at the level of (0.05) between the total mean scores and sub-scores of both the experimental and control groups on Torrance test, in favor of the experimental group. But there were no significant differences between the mean scores of both groups due to the interaction between the group and the intelligence level. The researchers recommened conducting more studies to investigate the effectiveness of using the creative problem solving strategy on gifted and non-gifted students with learning disabilities, and including other variables such as the gender and grade.