There is a persistent gap in the representation of African American students in gifted programs in U.S. PK12 public schools. The students who are invited to gifted programs are overwhelmingly White. African American gifted students are under identified by their teachers in public schools in PK12 in the United States. Unawareness of cultural differences among teachers might contribute to this underrepresentation of African American students in gifted programs. The purpose of this qualitative single case study was to explore educational strategies that teachers use to promote the identification of African American gifted students enrolled in a Georgia public school district. The theory that serves as the conceptual framework for this study is the sociocultural theory and zone of proximal development model. The study participants were eleven middle school teachers in an urban school district in Georgia. Data collection included using semi-structured interview questions, and data analysis involved descriptive interpretive data analysis using NVIVO software. The three major themes were (a) Consistent educator preparation and training programs needed to identify gifted African American middle school students, (b) Effective educator implementation of instructional strategies to identify gifted African American middle school students, and (c) Barriers to the identification of gifted African American middle school students. The three recommendations for practice included (a) provide consistent and effective educator professional development on gifted education, (b) implement strategies of differentiated instruction as acquired through professional development in their classrooms, and (c) provide consistent ongoing support to classroom teachers with instructional time in order for teachers to identify gifted African American students. Recommendations for future research were to conduct (a) a qualitative phenomenological study of general education teachers to explore gifted referrals for African American students to further explore theme 1 and (b) a qualitative action research study of the impact increased instructional time has on student achievement to further explore theme 3. [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.]