This is a study to develop an appropriate model to identify gifted and talented children in Sri Lanka. The study focuses on Grade Four students in primary level schools of Sri Lanka, with a special emphasis on identifying intellectually gifted and academically talented students. The objectives of the study are to: 1. identify the group of intellectually gifted and academically talented students from the selected sample by means of achievement test scores, and 2. identify the group of intellectually gifted and academically talented students, including gifted underachievers and invisible underachievers, from the selected sample by means of Raven's Standard Progressive Matrices (RSPM) test and dynamic testing 3. identify the group of intellectually gifted and academically talented students from the selected sample by employing Gagné's Peer, Teacher and Self-Nomination forms (PTSNFs). 4. identify the group of intellectually gifted and academically talented students from the selected sample by using Rogers' Parent Inventory for Finding Potential (PIP). 5. identify by means of above-level testing gifted and talented children, from the selected sample of Primary Grade level schools in Sri Lanka, who need further educational challenge beyond their Grade level. 6. to propose a model to identify intellectually gifted and academically talented students, appropriate for the Primary Grade level schools in Sri Lanka. About 450 Students from the Colombo district of the Western Province of Sri Lanka, from all school types and including children from diverse socio-economical backgrounds, were included in the sample. Achievement test scores, a non-verbal IQ test, Gagné's Tracking Talents Forms A & B (which cover teacher, peer and self nominations), Rogers Parent Inventory for finding Potential, an above level test, and dynamic testing (developed specifically for the Sri Lankan context) were the instruments and procedures administered in the study. The quantitative data were supported by qualitative data in the form of interviews of selected students, parents and teachers. The findings suggest that all the instruments and procedures, used in collaboration with parents, teachers and peers, are appropriate for identifying intellectually gifted and academically talented students, but that none of them separately would identify such a heterogeneous group of gifted and talented children as those identified in this study. The study proposes a 360-degree assessment and feedback model to identify gifted and talented children. The application of this model to identify gifts in other domains, and talents in other fields, and to identify gifted and talented children in other cultural and educational contexts, is feasible, but should be subjected to further research.