The differential effects of two different types of problem-solving training on the problem-solving abilities of gifted fourth graders were studied. Two successive classes of gifted fourth graders from Weslaco Independent School District (Texas) were pretested with the Coloured Progressive Matrices (CPM) and Thinking Creatively With Pictures Figural Booklet B (TCP) to respectively determine their initial levels of ability in well-structured and ill-structured problem solving. The 1984-1985 gorup (n=45) was given problem-solving instruction using the Future Problem Solving (FPS) program. The 1985-1986 group (n=53) was given the thinking skills instruction of Instrumental Enrichment (IE) with no problem-solving structure. Standard Progressive Matrices (SPM) and the Exercise in Divergent Thinking (EDT) were used respectively as posttest measures of well-structured and ill-structured problem-solving abilities. Pretest differences noted were in favor of: the White/other group on the CPM; Hispanic females on the TCP abstractness of titles; and the FPS group on the TCP elaboration score. Significant main effects on posttest measures were noted in favor of: females on total score of the EDT; the FPS group on the EDT fluency; the FPS group on the EDT originality subscore; and, the IE group on the elaboration subscore. With effects of fluency removed from EDT originality, abstractness of titles, elaboration, and total scores, significant main effects in favor of the IE group on total score was noted and the effects of group on originality disappeared. A curriculum with activities from both programs might produce better problem solvers than either program produces alone. (Author/JAZ)