Using grounded theory, this study investigated primary caregivers' perceptions of the role they play in influencing the academic success of students formally identified as twice-exceptional. Data from interviews were coded and analyzed for themes. Results indicated that primary caregivers (mothers) perceived that they played a major role in the academic success of their twice-exceptional children, first by recognizing their children's gifts as well as disabilities and then by assuming responsibility for the development of their children's potential. They sought professional evaluations, provided or secured educational supports, shaped their children's healthy perceptions of their disabilities, and taught them how to advocate for themselves while simultaneously maintaining high expectations for their children, despite their disabilities. Implications of the findings are discussed, and areas for future research are outlined.