The problems of accurately identifying and serving giftedness are vastly compounded with children of new immigrant families. Linguistic and cultural complications, economic and attitudinal factors, sociocultural peer-group expectations, cross-cultural stress, intergenerational conflict, and school system conflict frequently deflect efforts to recognize giftedness and talent areas. Strategies are outlined for dealing with each of these specific complicating factors, and include such techniques as explaining the concept of gifted education to immigrant parents in their own language, increasing the home-school interface, encouraging journal writing, placing students according to educational background and not chronological age, and ensuring that screening and selection committees have sufficient cultural knowledge. Includes 34 references. (JDD)