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Underrepresentation of minority students in gifted and talented (G/T) programs is a well established fact. A study examined procedures and criteria used to identify, place, and instruct gifted and talented students with limited English proficiency (GT/LEPs) in Texas, California, Colorado, Florida, Arizona, and New York public schools, to help identify factors contributing to underrepresentation of this population in gifted and talented (GT) educational programs. GT program coordinators (n=268) in a cross-section of schools responded to a survey. Less than 20 percent had established a means for identifying GT/LEPs. Respondents identified characteristic GT student behaviors that might be masked by linguistic and cultural differences, including a variety of language, cognitive, inter-/intrapersonal, academic, and artistic skills. Almost 80 percent acknowledged the need to use different means of assessment than for mainstream students. Most used multiple sources in identifying GT/LEPs. Only about 30 percent found their identification processes successful. A majority had no community input in identification. Under 10 percent had programs to serve the students identified. Although most respondents agreed that technology was important in the education of these students, there were no recommendations for effective software. Very few established GT/LEP programs used differentiated instructional materials, as recommended in the literature, but a majority followed theoretically-based program models. Parent involvement was less extensive than parental support. (MSE)