The adoption of the principle of Education for All has catalyzed major efforts in special education throughout the world, and the Kingdom of Saudi Arabia (KSA) has developed educational policies to meet the special education needs of students since the late 1960s. Despite these efforts, there is no current policy in the KSA that provides specific services for twiceexceptional (2E) students. This paper presents recommendations for implementing a policy for 2E students in the KSA using the conceptual framework for policy planning developed by the United Nations Educational, Scientific and Cultural Organization (Haddad, 1995). The general issue of twice-exceptionality is reviewed, and processes for policy development, practitioner training, service interventions, and evaluation procedures specific to the KSA are presented. In keeping with research from the United States, recommendations emphasize the importance of a multifaceted approach to identification and intervention with 2E students.