Zulkarnin Bin ZakariaAhmad Bazli Bin Ahmad HilmiMahiz bin Spawi2024-05-272024-05-272017Journal of Global Business and Social Entrepreneurship (GBSE) Vol. 1: no. 4 (2017) page 132–140| gbse.com.my | eISSN 24621714|2462-17141854-8http://gbse.com.my/v1no4jan17/Paper-72-.pdfhttps://oarep.usim.edu.my/handle/123456789/3234Gifted and talented students require careful selection of activities and assignments to help them develop an interest in the task given to suit their mental ability. Gagne’s Differentiated Model of Giftedness and Talent (DMGT) highlights the importance to identify student’s learning ability to match the activities, assignments and exercises prepared for them. One of the enrichment strategies implemented in PERMATA Insan College, Islamic Science University of Malaysia is the 21st century learning education approach that equipped every student and lecturer with an iPad. Classroom activities and assignments were developed to meet various objectives and learning outcomes outlined in all subjects to meet the requirements guided by the knowledge on students’ mental ability and academic performance. In 2015, as part of an enrichment programme, 19 students were selected to participate in a regional Islamic Education Summit and they were trained to prepare iBooks as a form of lesson interpretation. They utilised apps such as iBooks Author, Book Creator and Explain Everything to develop iBooks. Students documented the iBook production process and participated in a group interview to reflect on their experiences. This paper revealed how the iPad apps could be an effective form of enrichment for gifted and talented students of PERMATA Insan College. Keywords: iPad apps, gifted and talented, experiential learningeniPad apps,gifted and talented,Experiential learningArticle13214014