This current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow-up of minority and low-income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance: high-school graduation, matriculation in an institution of higher learning, and completion of a college degree. Findings support the value of multiple forms of identification, specifically in problem-solving, teacher identification of leadership ability, and grade point average. The study also evaluates the impact on academic outcomes of a long-term, university/school pre-college partnership program for middle- and senior-high-school underrepresented gifted. Results show a significant relationship between the level of student involvement in program activities and successful achievement of academic outcomes. (Contains 1 figure and 1 table.)