This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better understanding of how teachers experienced the use of the Systemic Support Program and if that increased their success. To address the research aims, 78 teacher created videos presented their case studies and reflected on their competency development were analyzed. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.