The purpose of this phenomenological study was to examine the implications of the low numbers of identified gifted young, historically underrepresented students. The research questions that guided this study were: what are educators' experiences of the gifted identification process of young, historically underrepresented students? What are parents' experiences of the gifted identification process for their young, historically underrepresented child? Participants were parents of a student from an underrepresented population (American Indian or Alaskan Native, Latinx, Black or African American, and Native Hawaiian or Other Pacific Islander) identified gifted in second grade or younger or educators who were involved in the gifted identification process for underrepresented, young students. Participants completed a survey, and some opted into participating in a focus group specific parents or educators. The themes that emerged in this study were advocacy, barriers to gifted identification for gifted, young, historically underrepresented students, cultural mismatches, and testing for gifted identification as a barrier and support for gifted, young underrepresented students. Through the lens of GiftedCrit[superscript TM] (Greene, 2017), the researcher presents implications related to the persistent systemic racism evident in this phenomenon and recommendations to improve systems and structures in the gifted identification process on the school, district, and state levels. [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.]