Gifted education has faced numerous criticisms regarding the extensive and persistent underrepresentation of Black and Hispanic students. In the April 2013 issue of "Gifted Child Today," this author wrote about prejudice and discrimination in gifted education, and argued that in the past and now, discrimination exists in gifted education due to the extensive and unreasonable nature of underrepresentation. Ford described the most recent court case where an Illinois school district (U-46, Elgin) was found to be guilty of intentional discrimination against Hispanic and Black students in their gifted programs. Ford advocates for all--not some--gifted students, and states that all must learn from this court case to proactively inform and support organizations created specifically on behalf of gifted students. Indeed, the court findings offered the gifted education field an unprecedented opportunity to underscore and act upon programming, policy, and testing approaches that are fair, nondiscriminatory, equitable, and hence support the success of all children with gifts and talents. School districts, state departments of education, and organizations in gifted education must live up to their promise and mission to advocate for all gifted students. A crucial part of this work consists of examining and eliminating all barriers that contribute to underrepresentation among Hispanic and Black students in gifted education. Efforts to desegregate gifted education must be proactive, intentional, and aggressive.