The document reports on a study of community-based identification of gifted and talented Black middle-school students, as an adjunct to formal identification procedures. A developmental framework for the identification of the gifted minority child was distributed to 17 known leaders in the Black community (including ministers, youth leaders in athletics, and scoutmasters) who normally come into contact with middle-school-age children. These leaders were then asked by questionnaire to recommend students they felt were gifted. Among the results were that a total of 15 students were identified as being gifted, that 13 of these were considered to possess cognitive superiority, that 13 were considered to possess psychosocial superiority, that 13 were considered to possess talent-specific superiority, and that a high percentage were considered to have exceptional abilities in more than one of these three focus areas. A literature review is also presented, focusing on such aspects as culturally biased tests, teacher screening, the inability or disinterest of school administrators in identifying the gifted minority child, and nonadministrative factors contributing to disinterest in identifying the gifted minority child. (DLS)