Underrepresented population groups have been an ongoing concern in gifted program identification. Practitioners demonstrate how the profile approach benefits identification of young children in ethnically diverse, transient, or impoverished populations. Multiple criteria, including grade-level screening, anecdotal notes, parent and teacher recommendation forms, and performance tasks are reviewed. This session overviews the screening and referral processes in place for primary students and offers suggestions on how to implement a program of early identification to ensure that all students are afforded equal opportunity for early development of 21st century skills.