English Learners, many of whom are children of immigrants, are the fastest growing population of K–12 students in North America and make up nearly 11% of public-school students across the nation. Despite this growth, children classified as English Learners will be substantially overlooked for gifted programs due to educator deficit views, challenges with cognitive assessments that rely on language and cultural proficiency, and underachievement. In this chapter, we provide background information on gifted English Learners and examine the nature and causes of underachievement across student, family, teacher, and school levels. We also highlight research-based strategies designed to address underachievement and promote equitable identification and support for this population.