School systems' central office administrators sometimes take paths that seem easiest, even when it is clear the paths will not lead to sustained positive results that are needed--particularly in terms of twice-exceptional (2e) students. To appropriately address the needs of 2e learners, we must ensure that central office administrative services have the capacity to address 2e learners' potential and their area of disability. This means that teachers will need to be capable of differentiating instruction, recognizing strengths in each learner, and providing interventions to help them be successful. Building this kind of capacity among central office administrators requires different thinking about resources and policy. It requires thinking about, supports, and services in integrated ways.