There is lack of inclusive diversity within gifted and talented education programs, which has been a persistently clear problem since their inauguration in 1962. Existing data shows there are more girls than boys identified as gifted and talented, yet a disparaging difference continues where girls identified for English as a second language services are rarely identified or retained in gifted and talented programs throughout their grade school enrollment. To explore why this is, my qualitative phenomenological study examines perceptions of public-school teachers regarding whether their instructional practices play any role in promoting successful gifted and talented program engagement of otherwise eligible fourth grade girls receiving English as a second language services. Of specific interest is whether teacher cognitive, environmental, and behavioral instructional practice factors play any role in how gifted and talented identification and service is provided to eligible multilingual fourth grade girls. Through interviews with ten gifted and talented certified fourth grade English as a second language teachers at six elementary school sites in suburban southeast Texas, this study will inform evidence-based professional development initiatives designed to address the specific instructional needs of teachers, to support successful engagement and retention of eligible multilingual girls within gifted and talented programs. Teachers' perceptions regarding the influence of their instructional practices were influenced by grouping and pairing of gifted students, allowing for space and time for creativity, and building lesson bases on student interest. Teachers' perceptions regarding the influence of their instructional practices were influenced by acquiring language, building relationships, and the challenging content of the gifted curriculum. Teachers' perceptions on challenges experienced in actively engaging were influenced by cultural differences, parental influences, and beliefs on gifted education. Data analysis of significant statements and emergent themes of generate textual and structural descriptors that inform study findings, implications for practice, and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]