The purpose of this study was to determine whether classroom teachers are effective at referring African American students to gifted and talent education programs. Recognizing the important role that classroom teachers play in the referral of students to gifted and talented education programs, this replicated study questioned elementary, middle, and high school classroom teachers to determine their perceptions and ideas in reference to what constitutes students’ giftedness. Classroom teachers were asked to respond to two questionnaires to define their general and specific perceptions of giftedness and to determine whether their perceptions of African American students’ giftedness were dissimilar to those of giftedness among other ethnic groups. Thraikill (1999) developed a two-part survey that the researcher used to collect data. Forms A and B were slightly revised to examine the extent of 169 teachers’ general and specific perceptions of giftedness in reference to African American students. Among the chosen four traits that the classroom teachers most often selected as indicating either general or specific giftedness in reference to African American students were thinking “outside of the box,” followed by advanced logic and problem-solving ability. Classroom teachers’ years of experience and grade level taught did not considerably affect the teachers’ perceptions of important traits. Results showed that classroom teachers referred African American students at an efficiency rate of 51% compared to White students. In addition, the African American students passed at a lower rate than their White counterparts. A difference also existed in the number of girls and boys who passed the gifted screening. Boys were referred and passed the screening more often than girls. Classroom teachers’ general perception of giftedness of African American students is fairly consistent in their rating of the 20 possible traits. Results showed that the classroom teacher could be a primary referral agent; nevertheless, without proper training and consistency African American students can still be under indentified.