An exploratory survey was given to school counselors-in-training to gather preliminary information about their perceptions regarding students with twice-exceptionalities, their professional roles concerning service provision, and the roles of other helpers in assisting twice-exceptional students in the school setting. Thirty-seven participants responded to the survey consisting of 18 first-year and 19 second-year graduate students. Results provide descriptive information from the future school counselors about their perceptions of twice-exceptionality and current understanding of how to serve these students best. Participants deemed vocational/career planning as their most important role rather than advocacy. This initial survey is presented with the intention of stimulating discussion among counselors and educators regarding the practicalities involved in meeting the ethical mandates to serve twice-exceptional students successfully. (Contains 1 table.)