When trying to explain the discrepancy between the numbers of white students in gifted education programs and the number of culturally diverse students in gifted education programs, it becomes apparent that there are multiple factors at play with the most prominent one being the identification process. Most districts begin the identification process with nominations from teachers. Teachers are given a checklist of gifted behavioral characteristics based upon the ways giftedness presents itself in the dominant culture. Parents are also requested to complete a checklist of the same gifted behaviors described with language that is often unfamiliar to them. Achievement tests may be administered and, in many cases, an intelligence test is given. The data is reviewed and many culturally diverse gifted students are eliminated because they do not score high enough on behavioral checklists or achievement and intelligence tests. While identification methods are beginning to include other kinds of assessments, more emphasis is usually placed on achievement and intelligence tests. To understand why certain groups may not perform well on standardized tests, one needs to understand the history of these tests. In this article, the author describes the history of intelligence testing. She also describes the standardization, the language and the context of the tests.