This paper reviews the literature on under-identification of minority children, especially Hispanic children, for education as gifted and talented students. It begins with definitions of terms such as "gifted and talented" and also such terms as "bias" and "culturally diverse." Some characteristics of gifted Hispanic children are then listed as well as some culturally supported attitudes and abilities that limit learning. Recommendations of various authors on appropriate tools for identification of gifted Hispanic children stress use of multiple measures, of informal and formal data, renorming for subpopulations, and use of teacher and peer recommendations. Data on the degree of under-representation of minority groups in gifted programs are then provided and problems in identification cited, especially the use of I.Q. alone to identify giftedness. Obstacles to identification of gifted minority children are also identified, including parents who cannot speak English, traditions of the minority group, and prejudices. Next, common social-emotional problems of the bilingual student are noted. Finally, suggested educational adaptations for the gifted Hispanic student include using mentors as tutors, encouraging a questioning attitude, and helping to deal with peer pressures not to succeed. (Contains 21 references.) (DB)