The aim of the present study was investigating the effectiveness of mindfulness-based cognitive therapy on cognitive emotion regulation in gifted male students. The statistical population of the present study was all male students in the first high school in Gifted Shahre-Babak High School in the academic year of 2018-2019. In this research, the purposive sampling method was used. after the initial implementation of the questionnaire, 30 subjects who had less scores in the cognitive emotion regulation were selected and randomly assigned to experimental (15 people) and control (15 people) groups. For the experimental group, during 8 2-hour sessions, a mindfulness-based cognitive therapy intervention program was implemented between the pre-test and post-test intervals. To collect data, the Cognitive Emotion Regulation Questionnaire of Garnowski et al. (2001) was used. Data were analyzed using the univariate analysis of covariance (ANCOVA). The results showed that mindfulness-based cognitive therapy training has a significant effect on reducing maladaptive strategies of cognitive emotion regulation and increasing adaptive strategies (except acceptance and refocusing on planning) (P<0.01). Therefore, mindfulness-based cognitive therapy education can be considered as an effective intervention in improving the cognitive emotion regulation in gifted students.