The purpose of this study was to examine the perception, confidence and awareness levels of teachers to overcome the underrepresentation of English Learners in high ability programs in the State of Indiana. This was done by examining the status of teacher perception and confidence levels based on three levels of awareness: high ability identification practices, characteristics of gifted ELs, and professional development. There was further research in additional variables, which included English as a Second Language (ESL) certification and teacher years of experience. All K-3 teachers were invited to participate in this study through an online survey. Survey data were collected to analyze how teachers' awareness contributes to their perception and confidence when considering high ability programs. The survey sought to collect data on levels of teachers' awareness of identification practices, gifted English learners' characteristics, and professional development. The survey created composite scores to determine how teacher awareness of EL potential predicts teacher perception and confidence in instructing and nominating ELs in high ability programs. Descriptive and inferential statistics were utilized through simultaneous multiple regression, linear regression, and independent sample t-tests. As a result of data analysis, significant difference was found in awareness from high ability identification processes and professional development as predictors of teacher confidence. An emerging research question surfaced during analysis. Is there a statistically significant difference based on whether a teacher nominated an EL in teachers' confidence in the nomination and instruction of ELs? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]