This study investigated the relationship between intelligence profiles of gifted secondary school students and their writing dispositions. The study group comprised of 61 secondary school students in Erzurum Cevat Dursunoglu and Elazig Science and Art Center in Turkey. Data collection tools were Multiple Intelligence Inventory, Writing Disposition Scale and Personal Information Form. The results revealed that logical-mathematical, naturalist, bodily-kinesthetic and visual-spatial intelligences of gifted students were stronger than others; they had "partially negative/positive" attitudes in terms of writing tendencies; and there was a moderately positive and significant relationship between their verbal-linguistic, social, intrapersonal and naturalist intelligences and their writing tendencies.