2022-01-252022-01-252020https://hdl.handle.net/1920/12534The issue of equitable representation of students from culturally, linguistically, and economically diverse backgrounds in gifted programs has challenged scholars and practitioners alike for decades (e.g., Feiring et al., 1997; Ricciardi et al., 2020; VanTassel-Baska et al., 2007). One effort to address this issue that has yielded promising results is the introduction of talent development programs as either replacements for, or gateway experiences to, traditional gifted programs (e.g., see Coleman, 2016; Horn, 2015). The purpose of this qualitative, exploratory multiple-case study was to examine how teachers create classroom contexts for talent development of students from populations historically underrepresented in gifted programs. Interviews and observations of two exemplar second grade teachers implementing a talent development model were conducted to explore the variety of ways in which teachers promoted the development of talent. Each teacher was considered a single case and data from their interviews and observations were analyzed individually through two single case analyses, as well as across cases through a cross-case synthesis. Findings from the cross-case synthesis yielded four factors key to developing classroom contexts for talent development of students from historically underrepresented populations in gifted programs: (a) collaborative relations of power, (b) impact of students’ culture, language, and experiences on instruction, (c) identity negotiation and construction, and (d) attending to the whole child. Elaborating on Barab and Plucker’s (2002) theory of talent development, a new framework for creating classroom contexts for talent development of students from historically underrepresented populations in gifted programs is presented. Implications for teacher preparation programs, schools and school districts, teachers, and future research are discussed.en