The purpose of this qualitative descriptive single case study is to gain a deeper understanding of how school leaders approach giftedness identification in a school that serves students who are racially, ethnically, linguistically, and economically diverse through the lens of culturally responsive school leadership. This study utilizes descriptive case study methods to examine the screening of first-grade students using data collected over six weeks through interviews, a focus group, observations, journaling, and document reviews. Data analysis employs an iterative coding process aided by NVivo to discover themes and develop thick descriptions of the gifted identification process within this context. Study participants include staff members who directly and indirectly provide educational services for the screened students. The findings and conclusions of this study further the dialogue for helping school leaders improve teacher practice and build capacity for identifying giftedness in students from diverse backgrounds and cultures.