This qualitative case study investigated gifted elementary students' (N = 24) perceptions of studying a one-semester leadership course based on the Multidimensional Curriculum Model (MdCM). Data were a semistructured interview at the end of the unit, four short written reflections, and analysis of the "future scenario" product. Findings indicate that students had gained declarative, procedural, and conditional knowledge. They also expressed awareness of personal leadership traits and skills related to gains and difficulties regarding future thinking via future scenario writing, and commented on the learning climate and physical environment in the leadership course. Implications for applying MdCM in courses and programs for gifted students are discussed.