The needs of gifted and talented limited English proficient (G/T LEP) students are being poorly met. A University of Houston-Clear Lake (UHCL), Texas, teacher education curriculum designed to train teachers in the identification, placement, and instruction of gifted and talented limited English proficient students (GT/LEPs) is discussed. As background material, information in four related areas is presented, including: (1) a review of research on these topics; (2) survey results concerning common GT/LEP assessment and instructional practices in states with high Hispanic-American populations; (3) characteristics of Hispanic GT/LEPs as perceived by the community, based on a survey; and (4) results of a study to establish national consensus about instructional objectives of an exemplary GT/LEP program. Finally, a set of five 3-hour instructional modules and additional coursework developed for GT/LEP teacher training are described briefly. The course description, prerequisites, and objectives for four UHCL courses are appended. These include courses in teaching and parenting gifted children and young adults, curriculum development for the gifted, creativity and productivity, and counseling the gifted. (MSE)