Research investigating racial underrepresentation in gifted education programs undertaken from an organizational perspective has been limited. This lack of research leaves unexamined the amelioration efforts of leaders positionally responsible for these programs: gifted education coordinators. Yet, many gifted coordinators have taken steps to address underrepresentation. This article, the outcome of a narrative inquiry, presents the perceptions and work of three Virginia gifted coordinators whose years in service coincided with years in which racial representation improved in their respective programs. Findings illustrate the demands of gifted education oversight including the fight to legitimate their department in the eyes of other district leaders, a barrier complicit in underrepresentation. This revelation highlights the need for systemic reform including training for all educational leaders.