In 1892 Lewis Terman began a movement to support gifted students in the classroom. Leta Hollingworth continued this research and explored the type of instruction needed. Both concluded gifted students need challenging activities to develop their potential. Unfortunately, today our country does not ensure all gifted students are put in a position to reach their potential. California school districts have the opportunity to receive funding for gifted programs. This study reviewed implementation of programs in urban elementary school districts from two perspectives: district level and site level personnel. Mixed research methods were applied in forming conclusions. Quantitative data were gathered through questionnaires and archival data from California Standards Test (CSTs). Quantitative data were collected through open-ended questions within the questionnaires. Additional data were gathered through classroom observations. Statistical analyses conducted on the data included: descriptive statistics, Pearson's correlations, and multiple regression. Results were triangulated to gain insight into the effectiveness of currently established programs. Findings revealed teachers and administrators agree differentiated instruction and staff inservices are important. However, both groups feel teachers are unprepared to teach gifted students. This was confirmed by observations which suggest teachers may not know how to implement differentiated instruction. Both groups reported that gifted students do well on the CSTs. Archival data contradicts these perceptions. Because of this misguided belief, it is recommended districts/sites review and adjust the current monitoring system. Data showed a lack of understanding of cultures/ethnicities residing in the participating districts/sites. This finding suggests a plan should be developed and implemented providing staff with tools necessary to meet the needs of linguistically divergent, culturally divergent and economically disadvantaged gifted students. Overall, gifted programs in urban elementary schools are not meeting the needs of most gifted students. District and site level personnel recognize teachers are not adequately prepared to address the needs of these students. Yet, despite widespread acknowledgement that current practices are failing to meet gifted student requirements, these practices continue in our education system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]