Information was solicited through mass mailings to school districts concerning their definitions of gifted and talented, the instruments they use to identify gifted and talented students, and the underserved populations they seek to serve. This report is based on information from 542 files, representing approximately 10% of the mass mailing. Results indicate the following: (1) the U.S. Office of Education definition of gifted is used by 73% of school districts, followed by use of an intelligence quotient definition by 15% and the Three-Ring definition by 11%; (2) there is still an over-reliance on the general intellectual aptitude construct; (3) a high number of districts measure general intellectual aptitude by means of academic achievement tests; and (4) in the measurement of creativity, there is a prevalence of an ideation construct and the use of intelligence and achievement tests. The paper concludes that the gap between what is considered appropriate practice for gifted identification and actual practice is still extensive. Some attention is being paid to the needs of a general racial/ethnic category, but little is being done with regard to specific populations--few districts consider the needs of limited English speakers, low socioeconomic status students, or students with handicapping conditions. The paper includes 4 references and 15 tables. Appendices provide a data coding guide and recording form. (JDD)