It is very stressful to constantly struggle to meet the expectations of others or expectations of self, and it affects onechr(chr('39')39chr('39'))s performance. The purpose of this study was the effect of intervention based on Dweck’s mind set on academic expectations stress in gifted and talented school students. The project’s plan was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population consisted students(female) in the eighth grade of gifted and talented schools in Isfahan who were selected by multi-stage random sampling method. 30 students were selected by academic expectations stress inventory (AESI) and they were randomly assigned into control group (n=15) and experimental group (n=15). The experimental group received 8 sessions (50 minutes) as intervention. Data were analyzed using MANCOVA in SPSS-23. There was a significant difference between experimental and control groups in the expectations of self, expectations of other, and total. According to the effectiveness of intervention based on Dweck’s mind set to improving the academic expectations stress in gifted students, it is suggested this intervention be used to reduce stress in gifted students.