Whether individuals like it or not, they have witnessed and will continue to witness a drastic increase in the number of culturally and linguistically diverse (CLD) students in schools. This increase is not being mirrored in gifted education. Why do gifted programs remain so stubbornly void of diversity? The author believes that attitudes in the form of deficit thinking are the sole reason for this historical and contemporary problem. To repeat, deficit thinking affects teachers' expectations of and relationships with CLD students (and their families), the instruments they adopt, interpretations of resultant test scores, and the strengths of their efforts to change. As Einstein said, "The world we have created is a product of our thinking. We cannot change things until we change our thinking." With this sage advice in mind, the author proposes several recommendations for creating culturally responsive classrooms for gifted students. The recommendations are grounded in a philosophy of inclusion--desiring and then ensuring that CLD students are included in gifted education. Everyone must break down human-made barriers, beginning with teacher preparation. (Contains 1 figure.)