The problem addressed by this study was disparities in the STEM professional and scholastic pipelines persist and are exacerbated by the underrepresentation of females and Black populations, indigenous populations, and people of color (BIPOC) in a variety of STEM fields. The purpose of this qualitative descriptive study was to examine teachers' knowledge and perceptions of the racial/ethnic and gender identities of their students in a gifted math classroom setting. Critical race theory (CRT) in education and critical race pedagogy (CRP) were used as frameworks for this study. Two research questions supported this study. Research Question 1 focused on what teachers know about the racial/ethnic and gender identities of their students in a gifted math classroom. Research Question 2 focused on how teachers perceive the racial/ethnic and gender identities of their students in a gifted math classroom. Data collection occurred through semi-structured interviewing and a directed journaling activity. Thematic analysis was used to identify themes, code, and then organize the data into thematic categories. Four themes emerged from the data analysis: participants expressed their knowledge and perceptions regarding increased gender parity in their gifted math classrooms; participants expressed their knowledge and perceptions of inequalities in the racial/ethnic composition of their gifted math classrooms; participants expressed perceived differences in their students based on race/ethnicity and gender; and participants expressed perceptions regarding the use of strategies to support the needs of diverse learners in their gifted math classrooms. Implications of this study include that, even in a gifted math classroom, teachers hold adverse perceptions of their students with marginalized and intersectional identities. Teachers could benefit from interventions, such as professional development, to address these perceptions and help them better support the math achievement of diverse learners in their gifted math classrooms. [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.]