Screening and identification for gifted services is frequently dependent on the students displaying certain typical behaviors associated with gifted learners as well as strong test taking skills. Children with backgrounds that differ from the mainstream are not well-represented in gifted programs because they never even get to, much less through, the screening process. Referral for gifted programs requires that someone notice a student's strengths. Those who are referred for testing face the hurdle of assessments that depend on language. Thinking and problem-solving skills may be masked by limited use of language, disadvantaging many groups of children, including those who are poor or rural or who come from cultural or linguistic backgrounds different from the mainstream. Nonverbal standardized measures have the potential to identify gifted students who would be missed by the usual screening tests. Nonverbal tests assess problem-solving skills using graphical figures with no words. The Culture Fair Intelligence Tests, Naglieri Nonverbal Ability Test, and Raven's Standard Progressive Matrices are briefly described. Studies of these tests with White, Hispanic, and African American students found that each test had its advantages and disadvantages and worked better with some populations than others. Researchers tested whole classes as the first step in the identification process, an approach that eliminates teacher judgment and provides greater equity of opportunity. (SV)