Case studies are used to illustrate issues in the identification of gifted and talented American Indian children and the development of appropriate programs that respond to individual needs and cultural values. Emphasis is placed on the identification of students who do not manifest their high intellectual and creative abilities in ways accepted or recognized by the dominant culture and who are therefore excluded from appropriate educational opportunities. Chapter 1 presents a definition of giftedness which places responsibility for identification of gifted children on the shoulders of the cultural community. Chapter 2 reviews checklists, observations, tests, and other indices used in the identification of gifted children and stresses the need for the use of a variety of identification measures used in combination. Selected identification measures are examined for cultural bias. Chapters 3 and 4 describe the Native American Gifted Program model including curriculum, culturally relevant activities, and development of the Native American Special Abilities Profile which identifies those abilities valued by the cultural community--Klallam and Suquamish families with children in the North Kitsap School District, Washington. Appendices define terms in gifted education and list 43 tests which have been used successfully to identify and evaluate gifted potential for American Indian students. (JHZ)