Educational legislation and policy can lead to effective educational practices, especially for student populations that have had equal access to education addressing their needs, such as students with disabilities and gifted students. This study was an examination of state legislation and policy related to twice-exceptional learners in the United States. Forty-two administrators from state departments of education completed questionnaires, and 131 state policy and legislation documents were reviewed to reveal mention of twice-exceptional learners. Results indicate the (a) lack of state legislation and policy related to twice-exceptional students; (b) need for collaboration among general, gifted, and special education professionals; (c) importance of specific definitions and characteristics for twice-exceptionality; and (d) existence of models for initiatives related to twice exceptionality. The researchers intend for these results to lead educators to advocate for the inclusion of twice-exceptional learners in law and policy at state and national levels.