The examination of the relationship between race and education continues today as diversity across the country increases, while achievement scores remain stagnant or decreases. Among K-12 public education students in the United States, 7% are identified as gifted with ¾ categorized as Caucasian. Gifted students of color are a minority within an already minority community. This case study explores the influences and impact of race, education, and giftedness among four gifted high school students of color. The participants shared in their understanding of the following: what it meant to be labeled as smart; relating with friends and the importance of their support; strength of family as the key to their involvement; few minorities within the school and program; rigor of gifted classes; status within the school; and culture at home. The lack of critical mass among ethnic minorities within the community and school, particularly within the gifted population, had an impact on student understanding and perceptions of the role of race.