In this report, we evaluated working memory for a gifted child using HUCRoW (Hiroshima University Computer-based Rating of Working Memory). As a result, the standard score of the working memory of this child was generally high, and only the verbal short-term memory was in the average range. Although the child’s intellectual level was very high, there were significant difficulties in writing Chinese characters. We comprehensively considered WISC-IV, vocabulary, and difficulty in reading and writing Chinese characters, and examined the characteristics of working memory in gifted. A comprehensive assessment of working memory will be important for proper understanding and support of learning difficulties in 2E (Twice Exceptional) children.