The present study aimed to examine the opinions of preschool teachers regarding the characteristics of twice exceptional (2E) children. The research was conducted with the participation of 41 preschool teachers working at schools in a provincial centre in Turkey. The data were collected using a semi-structured interview form consisting of four questions. The research results indicate that the participants consider 2E children both in terms of their strengths and weaknesses. More than half of the participants (51%) stated that giftedness and learning disabilities (LD) cannot coexist in a child, or that they did not have any knowledge of this coexistence. Furthermore, the research found that the participants focused on certain characteristics of children with giftedness and LD, thus ignoring 2E.