Current literature on twice-exceptionality (gifted and special education) provides a general framework in understanding the experiences of gifted students with disabilities. More specifically, it highlights the challenges in identification as well as the personal and social challenges students often endure as they progress through school. However, few theoretical- and research-based publications have examined the intersection of race, disability, and giftedness. This article discusses this intersection, with specific attention on African American, twice-exceptional students, and it provides specific recommendations for preservice and in-service educators. In addition, implications for future research are discussed.