As school psychologists move from dichotomous categorizations of students as "gifted" or "nongifted" toward a more comprehensive approach to identification, their task becomes increasingly complex. In the present article, the authors outline practices at the planning, programming, and data collection stages of the identification process in hopes of providing practical guidance for identifying gifted students. The authors begin with a discussion of some of the conceptualizations of giftedness, concluding with a framework for thinking about identification of students in academic domains. Then, they briefly discuss the two major programming strategies used in gifted education, enrichment, and acceleration. In the third section, the authors discuss tools that are used in the actual process of identification and conclude with a checklist that begins with planning and data collection and concludes with program evaluation. (Contains 1 table.)