The first goal of this article is to discuss the role of nonverbal ability tests in the identification of academically gifted children. I note that most nonverbal tests measure verbally mediated cognitive processes, that they are neither "culture flee" nor "culture fair," and that we have known these facts for a very long time. I show that selecting students for gifted and talented programs on the basis of such tests would exclude the majority of the most academically accomplished students in all ethnic groups. The second goal is to propose a better method for identifying gifted students. I argue that the critical issue is readiness for a particular type of educational opportunity. The cognitive aspects of readiness are evidenced first in students' levels of knowledge and skill in particular domains and secondarily in their abilities to reason in the symbol systems used to communicate new knowledge in these domains. This applies to both minority and majority students. Therefore, the most academically talented minority students are those who show the strongest current achievement in particular domains and the best ability to reason in the symbol systems required for the acquisition of new knowledge in those domains. I also argue that, although current accomplishment can be measured on a common scale, judgments about potential must always be made relative to circumstances.