Gifted and talented initiatives provide challenging education programs designed to cater to the unique dispositions of students exhibiting exceptional promise by tapping into their inherent proclivities for productive discovery and contribution to society. As population trends in the United States move toward increasingly diverse communities, K--12 school systems must be prepared to recognize, understand, and engage diverse students in rich learning opportunities to develop students' potential and foster constructive social change. However, despite years of efforts to reduce disparities in access, culturally, linguistically, and socioeconomically diverse gifted students continue to be underrepresented in gifted programs, leaving them with unmatched services to develop their assets. This study aimed to generate a deeper understanding of the complexities involved in the gifted and talented education (GATE) identification process of diverse learners to promote a more equitable representation of culturally, linguistically, and socioeconomically diverse populations in gifted programming. Using the Cattell-Horn-Carroll Theory (McGrew, 1997) to ground the study, insight was gained by analyzing the impact of the use of alternative, non-achievement-based GATE identification instruments, the role of teacher theory on the GATE identification process, and the advocacy of GATE Site Coordinators in the identification of diverse gifted students. The results of this study demonstrate the challenges in advocacy while advancing the equitable identification of diverse gifted learners. Complex predicaments stemming from assessments, identification criteria, varying perspectives, limited professional development opportunities, and the intersectionality of cultural, linguistic, and socioeconomic factors influence students' profiles, challenging the appropriate identification of gifted students and the appropriate delivery of gifted services. [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.]