This article will focus on the characteristics, recognition, and strategies for meeting the needs of students who have a disability and who also have characteristics and traits associated with giftedness. The term “twice-exceptional” was coined to describe students who appear to be capable and bright, but do not demonstrate that ability when asked to produce work in the classroom. Recognizing these students may be challenging as the disability may overshadow the gift, the gift may mask the impact of the disability, or both remedial and advanced learning needs may go completely unnoticed. Strategies for serving twice-exceptional students include addressing the student’s strengths and interests, providing appropriate social and emotional support, offering adaptations for academic strengths and accommodations for learning needs, and creating a supportive, safe, problem solving culture that values the success of every student. These features are highlighted through the inclusion of three composite profiles of twice-exceptional students.