Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.