For almost two decades, the author has devoted her professional life to the field of gifted education, as have others. More than any time in her career, she finds herself reflecting even more so on the persistent or stubborn problem of underrepresentation among Black and Hispanic students in gifted education. Is this more frequent self-reflection because she is getting "old" with the age of 50 knocking at her door? Is it because, in rereading some of her work of almost two decades, she sees the same problems and issues of underrepresentation being discussed ad nauseum with too little progress being evident? Or, is it because she knows that they can do better at decreasing underrepresentation but are fearful that the moral will seems to be missing in action? In this article, the author shares her view on some of the key problems or barriers to increasing the representation of African American and Hispanic students in gifted education, and offers suggestions for moving forward to meaningful change and progress. She grounds this article in the fundamental belief that underrepresentation negatively affects the lives and future of Black and Hispanic students, as well as the school district, the community, the state, and the nation. (Contains 1 figure.)