Many gifted characteristics overlap the symptoms of attention deficity-hyperactivity disorder (ADHD). The potential for the misdiagnosis of giftedness as ADHD exists, but so does the potential for a dual diagnosis of giftedness and ADHD. A decade after the misdiagnosis of giftedness as ADHD was first investigated we examine lessons learned regarding misdiagnosis, dual diagnosis, and the identification of giftedness and ADHD. The current study reviewed empirical studies of the misdiagnosis, identification, and dual diagnosis of giftedness and ADHD published in peer-reviewed domestic and international academic journals between 2000 and 2014. We explored the literature for diagnostic trends and challenges, theories of misdiagnosis, and empirical findings on dual diagnosis. We discuss differences between misdiagnosis and dual diagnosis and conclude with a description of limitations found within reviewed studies and suggestions for future research.