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This study investigated the mediating role of nomophobia in the impact of executive function on problem-solving skills among a sample of Turkish gifted middle school students. This study employed a quantitative, non-experimental design using a relational screening model. For this study, data were collected in August 2024 at Science and Art Centers using a random sampling method. 284 gifted students were surveyed using the Executive Function Scale, the Reflective Problem-Solving Scale, and the Nomophobia Scale. A mediation analysis was employed using SPSS. The results revealed a significant relationship between executive function and nomophobia, with specific components of executive function (stimulus control, impulse regulation, working memory storage) showing a positive association with nomophobia, while others (retrieval, cognitive flexibility, behavior regulation) were negatively related. A negative correlation between nomophobia and problem-solving skills was also found, indicating that nomophobia impairs cognitive processes essential for problem solving. The study further revealed a positive link between executive function and problem-solving abilities, emphasizing its importance in cognitive tasks. Importantly, nomophobia was identified as a mediator in the relationship between executive function and problem solving, indicating that anxiety related to nomophobia diminishes both executive function and problem-solving performance. In total, 74% of the variance in problem solving is explained by executive functions and nomophobia. The findings underscore the need for interventions aimed at enhancing executive function and mitigating nomophobia, which could lead to improved problem-solving skills in gifted students. The study concludes by discussing its limitations and offers suggestions for future research, including the necessity for longitudinal studies.