There is a considerable gap in empirical research on the prevalence rates of twice-exceptional students in Australian schools. Governments expect statistics when developing education policy and implementing funding support, so it is therefore imperative, as far as practicable, to quantify the number of twice-exceptional learners in Australia. Within the international literature, a number of different estimates exist of the prevalence of twice-exceptional students. However, the challenges of identifying two (or more) exceptionalities means that the exact prevalence rates of these learners remains unknown. Current research in this area is limited. Given the prevailing notions of giftedness and disability, this article explores the viability of convincingly estimating the number of twice-exceptional students in Australia. Knowledge of this prevalence is important to garner support and funding for these learners across schooling sectors.