This article discusses the current issues involved in the evaluation of children who have both intellectual gifts and a specific learning disability (SLD) in reading. Given recent changes in federal special education law (i.e., the Individuals With Disabilities Education Improvement Act of 2004), the use of a unified assessment model that integrates responsiveness to intervention techniques with state-of-the-art psychometric tools is most appropriate for this population. Use of the Cattell-Horn-Carroll (K.S. McGrew, 2005) and the Planning, Attention, Simultaneous, Successive (J.A. Naglieri & J.P. Das, 1997b) cognitive assessment theories are highlighted due to their clear relevance to the assessment of both intellectual strengths for gifted children and psychological processing weaknesses for children with SLDs. Recommendations for assessment practices and areas in need of further research are explicitly stated. (Contains 1 table.)