Among the most interesting groups of children in gifted education today are those who are "new Americans"--children of different cultures and different languages. These children bring with them the same talents, gifts, and intellect that other children have; however, the way they manifest their gifts may be somewhat different based on family values, traditions, and beliefs. The expression of these gifts may also differ based on language, relational patterns (patterns of interaction with others), or the symbol systems used to communicate. Because of the diversity of the incoming school-age population, educators need to reexamine the lens through which giftedness is viewed, how they observe the indicators of giftedness, and how they allow all children to manifest their gifts and talents. One possible model to use when looking at these children is derived from the field of multicultural education and is known as culturally responsive teaching, which Gay (2000, p. ix) describes as "...a model for teaching low-income students and students of color to provide hope and guidance to educators who are trying to improve the academic achievement of these groups." The model asks schools and teachers to capitalize on the child's cultural and language strengths. It seeks greater congruence between the culture of the child and the culture of the school in order to improve academic achievement. The author contends that the field of gifted education will continue to work toward equality of access to services. It may be that closing the achievement gap is related more to the awareness, knowledge, and skills of teachers than it is to the children themselves.