English Learners (ELs), many of whom are children of immigrants, are the fastest-growing population of K–12 students in North America and make up nearly a quarter of public school students across the nation. Despite this growth, children classified as ELs will be substantially overlooked for gifted programs due in part to lower cognitive assessment scores (related to language ability) and educator deficit views. In this chapter, we provide background information on gifted ELs, discuss the importance of acknowledging traumatic experiences related to immigration, emphasize the strengths of this population, and argue for the importance of identification and services for ELs for maximal talent development. We delve into alternative methods to assess ELs such as the use of non-verbal assessments, code-switching, dynamic assessments, teacher and parent checklists, and assessment of portfolio work. Possible ways to serve ELs include a discussion on belonging and relevancy, pedagogical techniques, and professional development to address student needs.