The current research aims to reveal the differences between gifted people with learning difficulties according to their education and learning by using the electronic system in academic achievement and motivation for knowledge, and to study the differences between students according to each of: their use of e-learning, and the type of use according to the educational system (synchronous - asynchronous), in Levels of motivation for knowledge, and the detection of differences between students according to each of: the level of their use of e-learning, and the type of use according to the educational system (synchronous - asynchronous) in the average degrees of academic achievement. To achieve these goals, the researcher built a questionnaire about the teaching method and the characteristics of students, and then, after verifying its validity and stability, applied it to (18) teachers who study mathematics in middle schools, of whom (6) teachers apply simultaneous e-learning, (6) they apply non-electronic e-learning. Simultaneously, (6) are studying in the traditional way for a sample of (58) gifted students with difficulties in learning mathematics, and by studying the differences using the non-parametric Mann and Tenney equation, the researcher found that there are statistically significant differences between the students who study the traditional method and the students who study the electronic method in achievement Academic achievement and motivation for knowledge in favor of students who study by the electronic method, and there are statistically significant differences between students who study in the synchronous method and students who study by the asynchronous method in e-learning in academic achievement and motivation for knowledge in favor of students who study by the synchronous method.