This journal issue presents four major articles on cultural diversity issues in the education of gifted students. The first article is "An Alternative Approach to the Identification of Gifted Culturally and Linguistically Diverse Learners" by Carol S. Lidz and Sheila L. Macrine. It evaluates a dynamic assessment approach to identification of gifted culturally and linguistically diverse learners in first to fifth grades. Next is "Giftedness and Intelligence Assessment in a Third World Country: Constraints and Alternatives" by Patrick T. Sibaya and others. This paper describes use of the Learning Potential Assessment Device to identify gifted black students in South Africa. The third paper is "Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan" by Gerald K. LeTendre and others. This study found core teaching practices and teacher beliefs show little national variation (although other aspects of teachers work do) and demonstrate the impact of institutional isomorphism in schooling. Next is "The Learning Styles of High-Achieving and Creative Adolescents in Hungary" by Andrea Honigsfeld. This study found that high, average, and low academic achievers and students creative in various domains demonstrated significantly distinct learning style characteristics. The journal also includes reviews of two books: "International Handbook of Giftedness and Talent" (Second Edition) by Kurt A. Heller and others) and "The Academic Adventures of Laura Bridges: An Introduction to Educational Architecture Therapy" by James P. Bridges. (DB)