Students of color are often underrepresented in gifted education programs. While many educators have sought to reverse or redress this issue, little has changed over the years. In this article, it is proposed that teachers, particularly those working with elementary students, must pursue cultural competence in order to recognize the strengths and potential of culturally diverse students in a variety of learning contexts. Ultimately, teachers' new (and expanded) insights about their students can result in more culturally diverse students participating in gifted education programs. (Contains 4 endnotes.)