Leadership is one of the most underemphasized dimensions of high ability cited in the current federal definition of giftedness. This particular ability area is highlighted here in an effort to offer helpful information and recommendations to administrators, educators, parents, and policymakers who seek plausible solutions to the problem of underidentification among gifted secondary African American male student populations. Key topics and issues addressed include definitions of giftedness, school context and environment, identity development, resilience, and leadership potential. The analysis concludes with practitioner- and researcher-focused recommendations.