Social work values prioritize the needs of vulnerable and oppressed populations that face social problems and political inequalities. Gifted students do not intuitively fall within this framework. This article describes the treatment of gifted students in American public schools as a vulnerable and oppressed population needing differentiated accommodations. School social workers can play a critical role as advocates, counselors, and liaisons with family and community for gifted students. They know how to critically assess deeply entrenched social conditions through an evidence-based social systems lens that brings understanding and solutions to particularly complex and politically contentious conditions such as gifted education. A committed action requires a more complete analysis of the nature and needs of gifted students, why their needs are not being met, and what can be done. However, these actions cannot take place without first recognizing the social problem of inequality of instruction in American public schools as it affects gifted learners, especially those from culturally diverse and low socioeconomic backgrounds.