The annals of gifted education research contain few educational policy studies and even fewer studies on the impacts of changes in policy. To partially fill this gap, the authors performed an ABA study investigating the impact of accountability legislation on the number of students reported gifted in Texas public schools. Data were collected from the 1999-2000 school year to 2012-2013 school year from a public educational database. Data analysis showed that when accountability legislation was in effect, more students were identified as gifted in Texas public schools. In addition, the percentage of campuses with few or no gifted students was lower when accountability systems were in place. Therefore, it seems likely that accountability legislation is an important component for gifted programs in public schools. The article concludes with a discussion of the limitations of this single case study.