This article discusses the results of a case study of a language arts program developed for gifted and talented education for second-grade children. The program was developed using a backward design and comprised a series of “mini-c creativity” tasks, culminating in a creative writing project that involved writing a fantasy story. Five principles were used in developing the program: (1) children should complete a creative writing project as the final product; (2) children should be trained to develop language skills and use them as a tool for thinking and expression; (3) children should learn not only in class but also at home by undertaking tasks that are closely connected with individualized lessons; (4) children should learn through dialogue with a tutor; (5) children should be encouraged to create multimodal texts and produce them as diverse forms of books using media technologies. The learning aspects of the program comprised reading literary and non-literary texts, including classic and contemporary fantasy stories; learning and doing exercises in basic grammar; learning about sentence and narrative writing; and writing a fantasy story and publishing it in print and electronic media. The results of the research are summarized as follows. First, the backward design of the program can motivate gifted and talented learners and enable them to achieve their potential. Second, in the context of one-to-one teaching and learning, tutors need to facilitate children’s learning and need to act as not only teachers but also peers. Third, understanding of, and practice in, basic grammar and sentence writing are necessary for children to learn to express their thoughts in their own language. Fourth, multimodal and media literacy needs to be integrated into a gifted and talented program for language arts in terms of fostering children’s multiple intelligence. Finally, ordinary students could also benefit from individualized learning based on a series of carefully designed “mini-c creativity” tasks.