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Current research and theoretical models that address racial inequity or gender disparities in gifted education often overlook the underrepresentation of Black girls in gifted programs. Race-based conceptual frameworks and methodologies that focus on gifted education often fail to critically examine and interpret the multiple identities of Black female students thus, overlooking Black girls' underrepresentation in gifted programs as well as their potential to thrive academically in these programs. Similarly, policies and procedures often only consider gender disparities in gifted education from a White middle class female perspective. In this article, a call for theoretical and methodological models are put forth that place Black girls' gender and racial identities at the center of discussions on gifted education reform.