This qualitative study examined the perceptions, attitudes, and experiences of eight twice-exceptional African American gifted students who attended the same K-12 urban school district in the Midwest. Four major themes emerged--academic supports, personal and social challenges, career worries, and experience with school counselors. Findings revealed that students' special education status negatively impacted their relationship with peers, educators, and school counselors. Further, students struggled in developing a positive sense of self. Recommendations for school counselors are included.