Twice-exceptional learners have multi-faceted needs that must be met for them to thrive. Many public school districts struggle to provide dual services in gifted and special education to meet the dichotomy of needs for twice-exceptional learners. A strength-based approach to supporting twice-exceptional learners' strengths and challenges is recommended to meet their academic and social-emotional needs. The primary focus of this research was to describe the phenomenon of collaboration and explore whether the collaborative process changes educators' beliefs and instructional practices for 2e students among K-6 general education, special education, and gifted education teachers in a public school setting. The study's central questions were: (1) In what ways does collaboration occur between general education teachers, special education teachers, and gifted education teachers when they are using strength-based approaches to meet the needs of twice-exceptional learners?, (2) What is the participants' perception of the collaborative process? (2a) How do educators' knowledge of an individual 2e learner change as they engage in the collaborative planning process? (2b) What aspects of the collaborative planning process do educators perceive to be effective in improving their instructional practice for supporting 2e learners?, and (3) How do educators' beliefs about 2e learners change as they engage in the collaborative planning process? The methods for data collection for the case study included a pre and post-survey, pre- and post- individual interviews, recorded team meetings, and semi-structured group interviews. The six themes that emerged were: Focused Conversations, Collaboration Challenges, Intentional Engagement, Seeing a New Perspective of my 2e Student, Shared Learning Experience, and Adapt my Teaching. The case study will add to the research on collaborative practices to support twice-exceptional learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]