Improving interpersonal problem solving skills of gifted students would facilitate their confrontation with everyday conflict situations. Due to the necessity of these skills in the lives of the gifted students, a creative interpersonal problem solving training program was developed, and its effectiveness on problem solving skills of the elementary gifted students was evaluated. The design of the study was semi-experimental with pretest-posttest and control group. Among 5 different 4^th grade classes in an all-girl school in north Tehran, two were randomly selected and assigned as experimental and control groups. The students in these two classes were screened by the Raven Progressive Matrix of Intelligence (1938) and the verbal section of Tehran Stanford-Binet test of intelligence (Afrooz & Hooman,1996). The experiment group participated in the interpersonal creative problem solving program, and the control group did not receive any treatment. Alternative Solution Scale (Shure & Spivak, 1985) was used to measure their problem solving capabilities. Data was analyzed using analysis of covariance and repeated measures analysis of the variance. Findings showed significant differences (p<0/05) between experimental and control groups in their problem solving skills.At the end, applying creative interpersonal problem solving program for improving interpersonal problem solving skills in elementary gifted girls was discussed. Discussions as well as suggestions for future research are presented.