This study explored the identification and placement of historically underserved students (HUS) in Gifted and Talented (GT) programs in the State of Missouri. The researcher investigated if there was an inconsistent implementation of the Missouri Department of Elementary and Secondary Education (DESE) suggested approach to enhance equitable identification and selection of students for gifted programs. Further, the researcher investigated alternative identification assessments used for historically underserved gifted students. School districts are advised to implement the DESE Gifted Student Identification Process Framework to achieve equity. Findings indicated variations in the definition of gifted and talented and inconsistent use of alternative assessment tools for HUS that are either not applied or applied inconsistently. [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.]