Gifted assessment practices have largely been successful in identifying White, Asian and middle-class populations in gifted education (Warne, 2015). However, these assessment practices have not been as successful in identifying gifted students who are Black and Hispanic, English language learners, and students from low-income or rural communities (Ford, Wright, Washington, & Henfield, 2016; McClain & Pfeiffer, 2012). This racial and ethnic disparity in gifted education and access to gifted programs can potentially widen longer-term gaps in opportunity diverse students (Ferguson, 2002). For this reason, the assessment and identification process need to be challenged and changed in order to lead to more equitable outcomes for diverse students in gifted education programs. This study analyzed school psychologists' training in gifted assessment and awareness in cultural assessment practices in order to measure practitioners' confidence in their ability to assess gifted students from culturally and linguistically diverse backgrounds. The results of this study revealed that with increased assessment training, specifically in gifted and cultural assessment, school psychologists have greater confidence in their ability and expertise to conduct gifted assessments for diverse populations. Similarly, results of this study emphasize that without sufficient assessment training in both gifted and cultural assessment, school psychologists are limited in their ability to provide quality services to culturally and linguistically diverse gifted students, which goes against the principles and guidelines set for school psychologists to provide effective and fair services that address the needs of special populations (NASP, 2010c). [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.]