An increasing number of students in the United States identify as Hispanic or Latino/a. These students enter American classrooms from varying backgrounds with diverse talents. Many of these students are proficient in at least two languages. Unfortunately, Hispanic students are underrepresented in gifted and talented programs, nationwide. The present study contributes to the limited empirical research on talented, biliterate, Hispanic, first-generation, and second-generation immigrant students by investigating strength-based factors (i.e., academic resilience, biliteracy, and school belonging) using both quantitative and qualitative evidence. Quantitative data from 30 bilingual Hispanic high school students were collected through an online survey with items measuring academic resilience and school belonging. Survey respondents resided across eight states in the United States with family origins in Mexico, Honduras, Colombia, El Salvador, Guatemala, and Peru. Two one-way Multivariate Analysis of Variance (MANOVA) tests were conducted to examine whether there were differences between groups of Hispanic students (gifted vs. general cohort and U.S.-born vs. foreign-born). Quantitative results indicated that students who reported previous and/or current participation in gifted programs attained higher levels of academic resilience and school belonging, than those who reported no participation in gifted programs. Additionally, students who reported being born in the United States attained higher levels of academic resilience and school belonging, when compared to students who reported being born in Spanish-speaking countries. Additionally, qualitative data were collected through email interviews from nine Hispanic students who reported previous and/or current participation in gifted programs, with family origins in Mexico, Guatemala, and El Salvador. First cycle line-by-line coding produced 264 In Vivo, Process, Descriptive, and Emotion codes. Second cycle coding using Structural codes for larger data segments produced 15 codes, and the following three themes emerged: Bilingual Experience, Academic Resilience, Opinions About School. Convergent findings, practical implications, and recommendations are also discussed. [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.]