This paper presents the findings of a study that investigated whether members of culturally diverse populations could be more adequately represented in elementary gifted and talented programs through the use of a non-traditional assessment method. Teachers nominated students for gifted programs from multiple assessments and observations. The entire student population (n=199) was then assessed with a Multiple Intelligences (MI) assessment instrument. The demographics of the participants of the study represented high minority, high mobility, lower socioeconomic status students from fifth-grade classrooms in six Utah schools. Although the teachers were presented with materials on MI theory, the majority of their identifications were based on students' academic abilities in linguistics and logical-mathematics. The MI assessment instrument did not differentiate between gifted nominated children and non-nominated children; therefore, no inferences could be made about students' abilities. The study did show that classroom teachers are interested in identifying intelligences and degrees of expertise in students; however, they need proper training and appropriate assessment instruments in order to do so. The need for appropriately designed, intelligence fair, and culturally unbiased assessment to properly identify culturally diverse children and enhance equity is stressed. (Contains 48 references.) (Author/CR)