Through the elementary school age giftedness can be identified and developed. Teachers should provide appropriate learning activities for students and assist them according to their learning styles to raise motivation, creativity, and potential of young learners. The purposes of this study are to examine self-regulated learning abilities, learning styles, and perceived giftedness of children in elementary schools and to explore the relationship between learning styles, perceived giftedness, and self-regulated learning abilities in order to collect useful informations about characteristics of elementary school children in Korea.