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The purpose of this study was to investigate the relationships that may exist among mean scores on the math and reading portions of the Iowa Test of Basic Skills (ITBS) of eighth grade gifted students of different gender, race, and socioeconomic status. Significant changes have been made to Georgia’s gifted identification procedures over the last few decades to lessen the underrepresentation of minorities and students of low socioeconomic status. However, issues still exist in the referral process, the identification process, and the performance of gifted students. Although the referral process and identification procedures have been and continue to be researched, questions related to the differences in academic performance of gifted students have not been adequately examined. Is there a difference in the mean ITBS scores of gifted students based on the identification method used? What differences in mean ITBS scores exist among gifted students of different gender, race, and socioeconomic status? This study used a casual comparative design to examine a gifted program at a junior high school located in Georgia and answer the research questions mentioned above. Statistical analysis was conducted using measures of central tendency and two-wa