African American, Latinx, and economically disadvantaged students are underrepresented and under-identified for gifted programs. The problem addressed in this study was the identification of gifted students of color and economically disadvantaged students were not proportionate to their representation in the student population in a Title I school in Louisiana. The purpose of this qualitative case study was to investigate the role teacher perceptions played in the under-representation of students of color and economically disadvantaged students in gifted identification in a Title I school in Louisiana. The primary goal was to explore how teacher perceptions and systemic practices impacted the teacher nomination process of African American, Latinx, and economically disadvantaged students in gifted identification. The guiding framework for this study was a merging of critical theory and transformational leadership theory. The single case study participants were 23 general, special, and gifted education teachers in one public school in Louisiana. Data collected included an online survey, in-depth questionnaire, and archival data. Data analysis involved descriptive, interpretive analysis using open coding and NVivo software relating the triangulated data to the research questions and corresponding categories. Six themes emerged: identification of high-performing observable student characteristics, identification affected by motivational factors, perceptions of inequitable recruitment practices, perceptions of stereotypes and bias, perceptions of inequitable identification practices, and the need for professional development. The implications included perceptions of African American students as not pursued and valued for gifted identification, identification recruitment and process perceived as inequitable and not reflective of the ethnic population and lack of professional development for teachers and parents. Four recommendations for practice were to conduct an equity analysis, screen the highest 50% of students in primary grades, incorporate professional development and consistent communication and create accelerated opportunities for high potential, high achieving students. Recommendations for future research were to conduct a qualitative study on teacher referrals after receiving professional development, investigate district protocols in addressing inequity in gifted identification practices, and conduct a study to explore parent perceptions of gifted identification. [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.]