The lack of attention to the identification of gifted English language learner (ELL) populations presents a significant weakness in gifted education research. With the rapid increase of diverse student populations across the nation, the underidentification and underrepresentation of English language learners in gifted education programs is a persistent problem that demands close examination. As the population of English language learners continues to grow, educators need to recognize that not all students will display their gifts through academic achievement and assessments. Furthermore, it is important to acknowledge diverse attributes, perspectives, and values of ELL students and how these can contribute to a broader concept of giftedness. The lack of explicit identification policies regarding proper and equitable identification of gifted students from underrepresented groups is a barrier to valid and reliable identification procedures.