Identification of gifted students from diverse and underserved communities is traditionally low; however, there are ways to expand identification methods in order to make access to gifted education programs more equitable. Creation and implementation of multi-faceted and multi-dimensional assessments as well as tiered access into gifted education programs would allow students from underserved and diverse populations to apply their problem-solving abilities and propensity for creative thinking to their learning. This approach would allow these students the time needed to enhance and refine their academic vocabulary as well as gain greater exposure to environmental activities that they are lacking at home. However, improved identification and placement into gifted education programs represents only half of the issue. Once identified, gifted students from diverse backgrounds require differentiation of curriculum and infusion of their culture in order to fully meet their needs and enhance their path through education. This article provides insight and reflection into the approach used by a teacher of diverse gifted students in an underserved elementary school in Orlando, Florida.