The objective of this study was to explore the relationship between the representation of African American and Hispanic students in gifted education programs, professional development and teacher training in gifted education, and teacher referral of these students to gifted programs. Administrators, general education teachers, and gifted education specialists from both Title I and non-Title I elementary schools were surveyed in the school district in the study. Because African American and Hispanic students from low-socioeconomic background make up the majority of the demographic underrepresented in gifted education, the focus of the research was to determine whether the school district provided adequate and effective professional development and teacher training in cultural diversity and gifted education. The outcome variable, teacher willingness to share professional, personal, and educational experiences on cultural diversity and gifted education, was measured by an instrument adapted by the researcher based on an instrument developed by Morote and Tatum (2005) and the Park City School District Gifted and Talented Program Evaluation survey developed by Shepherd in 2005. This mixed-methods study included an examination of the relationship between teacher perception of African American and Hispanic students in gifted education programs and professional development and teacher training in cultural diversity and gifted education. The research design included data from two different sources: numerical data of courses being offered for licensed educators in the school district and an anonymous online survey that included an open- and close-ended questionnaire based on participants' professional, personal, and educational background. During an evaluation of the data results, it was revealed that elementary school educators' perceptions about gifted education programs negatively impacted the teacher referral rate for African American and Hispanic students to gifted education programs. In addition to the data results and the research study, the lack of professional development and teacher training in gifted education contributed to the underrepresentation of these students in gifted education programs in the school district.