An increasing number of schools are implementing cluster-grouping models as a cost-effective way to provide gifted services. This inclusive approach can provide full-time services to gifted students and enhance the education of general students. Cluster-grouping can result in increased achievement and improve representation of gifted students from traditionally underrepresented groups. Research findings from three studies conducted in rural and urban schools with diverse populations of African-American, Latino, and low-income students are presented. Findings include academic performance and identification information of gifted and general students in cluster grouping programs. Suggestions and logistics for developing sound, cluster-grouping programs are provided.