In this study, it is aimed to determine the lifelong learning tendencies and the level of self-regulatory learning skills of gifted students and the relationship between them. In the study, exploratory sequential mixed methods design, one of the mixed method designs, was used. The sample of the study consisted of 168 gifted students who continued their education at a Science and Art Center (SAC) in a city in Eastern Anatolia Region of Turkey in the 2018-2019 academic years. Quantitative data were collected using Lifelong Learning Scale (LLS) and Perceived Self-Regulation Scale (PSRS). Qualitative data of the study were collected by semi-structured interviews conducted with 15 students. The quantitative data of the study were analyzed by independent samples t test, ANOVA and Pearson Product-Moment Correlation analysis. In the analysis of the qualitative data, inductive content analysis was used. As a result of the analysis, it was found that the total scores obtained from the Lifelong Learning Scale and the Perceived Self-regulation Scale did not show a significant difference by gender and program variables. It has been determined that there is a moderate significant relationship between lifelong learning tendencies of gifted students and their perceptions about self-regulation skills. When the opinions of the gifted students about lifelong learning tendencies are examined, it is seen that participants determine the reasons of the problems and go for solutions in line with their purpose, they like to produce solutions by making intellectual struggles, and they make scientific and non-scientific readings and use these readings to produce different solutions. It was also seen that they tried different ways to correct their mistakes. Based on these findings, it can be said that individuals with high perceptions about self-regulatory learning skills have high lifelong learning tendencies. In this context, it is recommended to enrich Science and Art Center's curriculum in order to improve students' self-regulation skills and developing lifelong learning tendencies.