The aim of this study was comparing the conceptions of learning and study habits between talented and normal students. Method: This research was descriptive and causal-comparative. The population included the wholetalented and normal students in Shiraz University in the academic year of 2010-2011 among them 242 students (141talented and 141normal) were selected through purposeful sampling method. These students completed Conceptions of Learning andStudy Habits Questionnaires. The analysis of

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... ausing MANOVA showed that there was no significant difference between talented and normal students in totalconceptions of learning (p> 0.05). In spite of this, the average score of normal students in two subscales (learning as gaining information and learning as remembering and using information) was significantly higher than talented students (p< 0.05). The average score of talented students in three subscales (learning as personal change, learning as a process that is not limited to time and space and learning as the development of social competence) was significantly higher thannormal students (p< 0.01). And there was no significant difference between talented and normal students in learning as a duty subscale (p> 0.05). Moreover the analysis of data using MANOVA showed that there was a significant difference between talented and normal students in study habits (p< 0.01). Also the results revealed that in the five subscales of study habits the score of talented students was significantly higher than normal students (p< 0.01) and there was no significant difference between talented and normal students in the three subscales of memory, exams and health (p>0.05). Conclusion: It is recommended that teaching and learning become more practical so that the study habitsimprove