All children deserve a differentiated and appropriately challenging education. Gifted education is a designated field within education which aims to meet the needs of students who are identified as high ability. While there are many efforts being made with gifted education today, its history has not always been equitable. Much research regarding gifted education provides evidence that the assessments used to identify students have been historically (and even presently) underrepresenting students of color and students with multiple exceptionalities (such as ADHD). This essay explores the various identification processes, programming options, and instructional methods designed with the needs of gifted students in mind, while applying these topics to a hypothetical elementary school located in an urban setting in Indiana.