This reports on a public school system's implementation of a new selection process for classes for the gifted, which was designed to increase the pool of eligible children and to minimize the impact of biases of opportunity, language, and cultural saturation. This study compares the new mode of selecting gifted children (based upon parent nominations, teacher recommendations, achievement test scores, and review of candidates by a specially formed selection committee) with the former procedure which relied upon academic standing and standardized IQ tests. The following conclusions were reached: (1) the new process was successful in selecting a group of gifted children more representative of the community with respect to ethnic composition than that attained by means of the traditional process; (2) those children found by the selection committee to be most eligible for participation in the gifted program ranked higher with respect to the selection criteria than children only identified as potentially gifted; (3) those children selected by the new process did not differ from the children selected by the old process with respect to the criterion variables. Tables are included. (Author/WP)