of agreement on a universally accepted definition of gifted and talented, and over-reliance on standardized tests, for example, hinder the identification process. The authors provide rationales for augmenting current identification procedures. Recommendations are advanced so that Black students will no longer go undiscovered in programs for the gifted and talented. Throughout history, accounts of people with superior abilities have proved fascinating. As early as 2200 B.C., the Chinese developed an elaborate system of competitive examinations to select outstanding government officials (DuBois, 1970). In A.D.618, early China, gifted children were sent to the imperial court to have their gifts recognized and nurtured. In ancient Sparta, giftedness was defined by fighting skills and leadership (Davis, &; Rimm, 1989). In essence, the records of almost every culture show a distinctive interest for their ablest citizens (Renzulli, 1986). Even today, there is an abundance of information about these students. Education tailored to