Research has suggested that relatively older children are more likely to be identified as gifted and talented students compared with their younger peers. Such a phenomenon disadvantages the youngest students while at the same time confers additional advantages to the older students as a result of receiving specialized and/or extra instruction. The current study investigated the presence of this phenomenon on a national level using the Early Childhood Longitudinal Study-Kindergarten Cohort. Data were analyzed using multiple logistic regression analyses that accounted for the nested structure of the data and included student demographic variables as well as academic achievement skills as controls. Findings showed that even though a weak correlation indicated that relatively older students, on average, were more likely to be in a gifted and talented program, the association disappeared once academic achievement skills were accounted for.