The purpose of the current study was to determine the number of gifted students with disabilities identified and served in gifted education programs in the state of Mississippi. Four categories of giftedness are set forth in the regulations for gifted programs are: (1) Intellectually gifted children refers to children and youth who are found to have an exceptionally high degree of intelligence as documented through the identification process; (2) Academically gifted children are those who are found to have an exceptionally high degree of demonstrated academic ability as documented through the identification process; (3) Artistically gifted children exhibit an exceptionally high degree of creativity and an exceptionally high degree of ability in the visual arts as documented through the identification process; and (4) Creatively gifted children are those children and youth who are found to have an exceptionally high degree of creativity and exceptionally high degree of ability in the performing arts (music, drama, or dance) as documented through the identification process (Mississippi Department of Education, 1994). A draft of the survey instrument (see Appendix A) designed by the researchers was given to seven special education program directors for content validity. The suggestions offered were incorporated into the final version of the instrument. They also assisted in establishing the timeframe for dissemination. Surveys were sent to all 149 directors of public school district programs for the disabled in the state of Mississippi. These directors monitor the identification and services of disabled students in each district; in most districts in the state, they also monitor the identification and educational placement of gifted students. Surveys were mailed with response envelopes included; a 2-week return time was requested for completion of the instrument. For those not responding, another letter and the survey was forwarded with an additional 2 weeks for completion. For clarification, follow-up was conducted by phone, e-mail, and fax. Sixty percent of the school districts in Mississippi responded to the survey. Results of this study indicate that few gifted students with disabilities in Mississippi have been identified. To address this situation, more emphasis may be needed in training teachers of the gifted and regular classroom teachers in the characteristics of gifted students with disabilities, a suggestion also found in the literature (Cline & Schwartz, 1999). Appended are: (1) Survey Instrument; (2) Developing the Gifts of Gifted/LD Students (Suggestions for Teachers; and Suggestions for Parents); (3) a list and brief descriptions of gifted/LD Web sites; and (4) a list of further readings.