One of the key issues in the field of gifted education is the identification of children with high abilities, as identification is the first step in giving these students the opportunities they need to develop their potential. The Aurora Battery, based on Sternberg's Theory of Successful Intelligence, is an assessment designed to identify children with high ability in areas that are typically ignored with the instruments that are currently used in gifted identification. In this study we examine Aurora's convergent and divergent validity using the TerraNova, a conventional assessment of academic achievement. We then explore the overlap of these assessments with regard to whom they identify as gifted. Results suggest Aurora's sound psychometric properties and ability to discriminate a more encompassing form of giftedness. We finally discuss the premise and implications of the Aurora Battery for gifted identification and education.