Resilience refers to positive adaptation in the face of present or past adversity. It is the "ordinary magic" that rises from the minds of children and their families as they interact with their communities. Gonzales (2003) defined three major components of Resiliency Theory: (1) risk factors; (2) protective factors; and (3) developmental assets. "Risk factors" include low socioeconomic status, dropping out, participation in violent activities, recent divorce, neglect, poverty, teenage pregnancy, and teenage parenthood. ", like participation in college preparation, working with a mentor, or taking part in internship programs. Developmental assets also include behaviors like volunteering in the community and leading organizations, as well as possessing values like delaying gratification and valuing diversity. Finally, a key tenet of Resiliency Theory is a focus on what actually works in students' lives, instead of focusing on what has not worked in their lives (e.g., poverty status, at-risk behaviors, poor performance, and poor school environment). The American Psychological Association's (APA) Task Force Protective factors" help reduce the impact of risk factors, and they include support from family, friends, teachers, and community. Gonzales profiled these supportive relationships as having the following characteristics: (1) caring with high expectations; (2) a presence that produces a sense of belonging; and (3) guidance focused on increasing self-esteem. "Developmental assets" are the third aspect of resilient positive adaptation. These are behaviors and opportunities in students' lives that help them adapt to new contexts. Typically, these factors relate directly to successon Resilience and Strength in Black Children and Adolescents reported that increasingly the study of resilience is being driven by ecological models that see resilience as multilayered, including individual, environmental, and sociohistorical experiences. However, the APA report indicated that the ethnic and cultural experiences of African American youth have been left out of many of these studies. Therefore, it is important to examine the resilience ecology of students from different ethnicities and cultures who might benefit from gifted education. The focus of this study was to create a descriptive profile of African American millennials who might benefit from gifted education. The authors based the selection of variables on Resiliency Theory and on Renzulli's (1978) three-ring model of giftedness. (Contains 6 tables.)