This practicum was designed and implemented to reduce the underrepresentation of minority students in gifted programs, and to help minority students improve their academic achievement in Westmoreland County, Virginia. The practicum involved examining the gifted student nomination/identification process to see if instruments or procedures were culturally biased. Alternatives were implemented, the nomination/identification form was adapted to include an expanded case study approach, and gifted staff development on cultural diversity was conducted. Staff development focused on instructional systems that are recommended specifically when working with black students. Results of the practicum were positive--minority students receiving gifted services increased, a significant number of minority students improved their academic achievement, and teachers felt that staff development assisted them with classroom climate and instructional strategies. (Contains 45 references.) (JDD)