The purpose of this paper is to find the impact of differentiated instruction on the motivation of gifted students in Mathematics at Kolej PERMATApintar® Negara based on age and gender differences. 
The differentiated instruction method has been applied in teaching and learning system since the establishment of PERMATApintar National Gifted Center (PpNGC) around year 2011. A survey was conducted on 235 gifted students aged 11 to 17 years old. It consists of 13 questions that examine the level of satisfaction of students towards teaching and learning mathematics at Kolej PERMATApintar® Negara. There were four parts of learning profile that have been studied, namely teacher support, learning activities, sharing ideas and educational environment.  All of the data were statistically analyzed using SPSS software to measure student’s satisfaction according to age and gender. The result suggests that differentiated instruction method give a positive impact on the motivation of gifted student and male students to be more motivated than female students during mathematics class. Beside that there are significant differences between motivation of male and female students against several elements in learning profile of differentiated instruction method. In addition, the age of the student also has a positive relationship with some elements of the differentiated instruction method. Differentiated instruction is the pedagogical response to what the gifted students need in the classrooms. The elements of differentiated instruction provide great opportunity for gifted students to explore any areas of knowledge especially in mathematics based on their needs. The study summarizes some of the elements in the differentiated instruction method that influence the level of student's motivation in mathematics. Beside that some improvements can be made to all the activities during teaching and learning session in mathematics classes.