There has always been an understood expectation that gifted students excel through all aspects of school. Unbeknownst to many are those gifted students that do not have their unique needs met through an accelerated program. These students, defined as twice exceptional, have both intellectual gifts and a disability. This project sought to provide a better understanding of the unique needs of twice exceptional students. A comprehensive literature review was conducted and identified that there is insufficient programming, interventions, and support for these unique students. A user-friendly handbook was developed and presented to two sample groups for review: expert reviewers and field testers. Results of the feedback were analyzed and incorporated into the handbook. Both expert and field test participants agreed that the handbook would be a useful tool for elementary school educators to support twice exceptional students. They also provided their feedback for changes to the handbook. A final product of the handbook was created following the feedback results from both sample groups. Limitations to the project were discussed, and a plan for dissemination was explained. It is recommended that the handbook be a tool generalized for educators in the Orange County area. Future recommendations involve expanding on the current project to include a more in depth analysis on the effectiveness of the product at different educational levels. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]