Black and Hispanic students are consistently underrepresented in gifted education. Several factors contribute to their low identification and lack of access to such programs and services. While teacher underreferral is a significant contributing factor, problematic also is testing and assessment, which is often administered by school psychologists. In this article, we touch on testing issues but devote more attention to key theories for school psychologists to consider when assessing, evaluating, collaborating, and making recommendations regarding Black and Hispanic students for gifted education.