An Hispanic practitioner discusses the identification of both the non-English speaking and English speaking culturally different gifted child. Definitions are offered for nondiscriminatory assessment and giftedness. Four case studies illustrate the methods used to identify two English speaking and two nonEnglish speaking gifted Hispanic children. Advantages and disadvantages of test translations, culture specific tests, culture fair tests, nonverbal measures of intelligence, and pluralistic norms as employed by the System of Multicultural Pluralistic Assessment (SOMPA) are touched upon. Also provided are suggestions for improving existing identification methods. Practitioners are encouraged to take social, cultural, and linguistic factors into consideration in their evaluation of culturally different children. (Author/SB)