The Hispanic population is one of the largest culturally and linguistically diverse (CLD) groups in the United States. In the last few decades, a major concern to researchers and educators has been the significant underrepresentation of CLD students in gifted programs. Most recent studies indicate the absence of adequate methods of assessment and programming for gifted CLD students, resulting in limited educational policies and school programs that address the unique needs of this population. This qualitative study examined personal (socio-emotional, linguistic, and cognitive aspects) and cultural characteristics of high ability, Hispanic, bilingual students in an urban elementary school; their educational experiences; and their home, school, and community environments. Case study research methods were employed to gather and analyze data. An in-depth description of each student provided a better understanding of his/her affective needs, interests, and abilities, as well as the school and home factors which supported and/or hindered academic achievement, talent development, and bilingualism in these students.