In a school district with over 60% of the school population African American and Hispanic, it would seem judicious to believe the gifted, talented, and high ability programming would similarly represent these populations. Yet, based on the findings of this study, the representation of African American and Hispanic students in these programs is less than 4%. The purpose of this qualitative research study was to examine educational, as well as cultural, approaches for this school district to consider in providing an equitable gifted and talented educational program which embraces and engages minority students. The identified programs that were focused on in this study were the high school International Baccalaureate Diploma Program, the Advanced Placement courses at one high school, and the Specialized Gifted Middle School in a large urban school district. This intrinsic case study included the review of district documents as they pertained to gifted education; direct observations of the selection processes and educators' professional development opportunities for the identified programs; and interviews with 11 minority students, their parents, and six educators associated with the selected programs. This study was conducted using a critical theory framework, in particular using the critical race theory lens. The objective was to critique the equity of gifted programming in this school district in hopes of bringing about a more just school system by empowering the affected individuals (African American and Hispanic students) to transcend the constraints placed on them based upon their race. This research concludes that this school system would benefit from the development of comprehensive approaches to their identification practices in gifted education; the development of student retention strategies for students identified for high ability programs; and the establishment of diverse learning opportunities for teachers, students, and educators. [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.]