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Students from disadvantaged or minority backgrounds are often underrepresented in public educational programmes for the gifted and talented (G&T), a phenome non that has concerned educators for the last two decades. Ethiopian-Israeli minority students (EIMS) are a good example of this phenomenon, as more than 95% of the vast resources allocated to promoting this minority population are directed to advancing underachieving students. To explain the roots of this pol icy, we analysed all reports presented to the Israeli parliament regarding EIMS during the years 2000-2012, as well as all studies that these reports were based on. A policy discourse analysis revealed that the public-political discourse con cerning EIMS focuses almost entirely on the weaknesses and needs of this popu lation. In addition, this discourse is led by policy networks of interest groups that are involved in promoting minority students. Analysis of the relative achievement levels of EIMS suggests that some students, and especially those in lower school grades, are suitable candidates for integration within G&T frame works. We suggest that a change of the discourse concerning EIMS and empha sizing their strengths may lead to a change in policy, which will promote G&T students and reduce the 'stereotype threat' within this group.