Known for decades but with minimal change, the underrepresentation of minority and low socioeconomic students in gifted programs has been a concern that needs to be brought to the forefront and addressed. Despite increasing diversity in schools and heightened attention to equity, the ongoing apprehension of underrepresentation remains. This mixed-methods explanatory research aims to delve into the ongoing concern and uncover its underlying causes. The study primarily focuses on the gifted program selection process, particularly the pivotal role of teachers and their impact on student access and opportunity. Study participants, engaged in educating gifted students from kindergarten through fifth grade, were selected through purposive sampling. Efforts were made to include both male and female participants, spanning various age groups, professional backgrounds, and ethnicities, drawn from multiple schools within a large urban school district in Southern California. Data collection methods comprised of an online survey and semi-structured interviews. The data analysis involved a multifaceted approach to extract comprehensive insights from the information gathered to uncover underlying themes and patterns. Manual open coding, cross-tabulation, and constant comparison served as instrumental methodologies used to ensure a thorough examination of both the quantitative and qualitative data collected. Findings from the data gathered reveal disparities in access to gifted education opportunities, with minority and low SES students less likely to be identified and recommended for gifted programs compared to their peers. In addition, findings highlight systemic barriers such as limited funding, biased identification practices, and lack of culturally responsive teaching as significant obstacles to equitable access. By integrating quantitative and qualitative data, this dissertation offers a comprehensive examination of the underrepresentation of minority and low SES students in gifted programs. Recommendations for policy reform, teacher training, and community engagement are proposed based on the findings, with the aim of fostering more inclusive and equitable gifted education practices. Overall, this study contributes to ongoing efforts to address educational inequities and promote diversity and inclusion within gifted education programs. [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.]