The term "twice-exceptional (2E)" is representative of a diverse group of individuals who have a wide range of gifts, talents, and accompanying disabilities. These children have the characteristics of gifted students along with the characteristics of children with disabilities. The gifted characteristics can mask the disability, or the disability can mask the gifted potential. Dealing with both exceptionalities can be extremely frustrating for gifted students with disabilities. Many 2E children are reluctant to ask for help. In fact, they try desperately to hide the fact they are struggling in an effort to protect their gifted identity. Each year it becomes more difficult for them to compensate for their disability. 2E children can experience years of frustration before their educational needs are addressed and optimal times for intervention are therefore missed. Parents may first realize there is a problem when they notice increasing levels of anxiety and frustration in their child, but are not sure of the exact nature of that problem. To the parents' dismay, their child's giftedness seems to disappear, and the disability becomes more and more noticeable. A's are replaced by F's and parents have to face the reality that their gifted child with so much potential is not interested in applying for college, and his or her progress in high school is compromised. This article presents five strategies that are intended to decrease risk, increase resiliency, and improve outcomes for 2E students.