Throughout Australia and North America gifted indigenous/minority students are under-represented in gifted programs. There is a paucity of research in this area, particularly in Australia. What research has been conducted confirms that globally, attitudes towards the identification of Indigenous and minority students need to be further challenged. Overall a more concerted effort is required by all educational systems in having practitioners understand the needs of the gifted and the identification and significant features of culturally inclusive provision. A Churchill Fellowship study, undertaken by the author of this paper, has revealed that a transformative agenda for meeting the needs of the gifted indigenous student is required. Some successful practice both in America and Australia provide a foundation for this transformative agenda. The Moorditji Kulungar (‘bright children’) program in Western Australia, which is outlined in this paper, is a start.
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