This discussion of identification and instructional needs of minority gifted or talented (G/T) children in the multiethnic classroom looks at a variety of issues, including teacher expectations, native or dominant language and its effect on the results of assessment, acculturation and attitudes toward mainstream society, and learning styles. Eight instructional strategies that can be incorporated into the multiethnic classroom by the classroom teacher are described and their advantages are outlined. These strategies consist of: (1) resource/action learning centers; (2) mentorships (tutorial); (3) independent study; (4) special advanced courses; (5) internships; (6) cluster or task grouping; (7) content acceleration; and (8) grade level acceleration. A brief bibliography is included. (MSE)