This case study describes a rural school district's efforts to identify historically underrepresented gifted students (HUGS) more effectively than in the past. The district developed new policy; disseminated the policy with lists of characteristics of HUGS; provided a workshop for first-grade teachers to encourage early referrals; and provided alternative tests to students who were referred for evaluation and who scored at least one standard deviation above the mean on an individually administered comprehensive intelligence test, but who did not score high enough to qualify for placement according to state regulations. Of the historically underrepresented children referred for testing, 29% qualified for placement in the gifted program. The county's efforts appeared to increase placement of HUGS; however, the new policy excluded some HUGS who would have been identified under the old policy. Consequently, the county made a decision to combine elements of the new and old policies. (Contains 2 tables.)