The U.S. public K-12 student population experienced a significant increase in the number of English language learners (ELLs) since 2010. Public schools responded to this change in demographics by increasing their services for ELLs; however, many were not initially prepared for this change. Within the field of gifted education, there is a concern that the numbers of identified gifted ELLs has not increased in proportion to the total student population of English language learners. According to the 1971 Marland Report to Congress, the identified gifted population should be representative of the total student population and any subgroups, including ELLs. This study examined the 2015-2016 student data in Texas, and findings indicate a disproportional representation of ELLs in gifted and talented programs across the state.