This pamphlet examines the limitations of traditional identification strategies as they are applied to children from minority and nontraditional cultural backgrounds, and then suggests more effective alternatives. Conventional group tests are criticized for not providing a sufficient basis for addressing students' needs with regard to enrichment. Tests that measure qualities of divergent thinking and creativity are viewed as important in expanding the concept of intelligence. Three models for identifying and cultivating talent are described: (1) the Kranz Talent Identification Instrument, which creates a talent profile based on children's abilities in visual arts, creativity, academic talent, psychomotor talent, underachievement talent, performing arts, one-sided talent, leadership and organization, spatial and abstract thinking, and hidden talent; (2) Howard Gardner's theory of multiple intelligences, which posits seven types of human intelligence, including linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal; and (3) Robert J. Sternberg's Triarchic Theory Model, which contends that human intelligence depends on a thoughtful relationship between a person's internal and external worlds and which assesses and teaches insight skills involving selective encoding, selective combination, and selective comparison. (Contains 20 references.) (JDD)