This research takes mathematics as a model for investigating the definitions, identification, classification and characteristics of a group of gifted student related to the notion of "dual-exceptionality". An extensive process using qualitative and quantitative methods was conducted by a multidisciplinary team to develop and implement a multidimensional approach to dual-exceptionalities of "mathematical giftedness" and "learning difficulties" (MG/LD) in upper elementary students in public schools in Jordan. A multidimensional evaluation involving eight criteria (e.g. teacher nomination, parent and teacher interviews, documentary evidence and direct observation) and a combination of psychometric (i.e. WISC-III-Jordan, Perceptual Skills Tests, and a diagnostic Arabic Literacy Language Skills Test) and dynamic mathematics assessment was used. The findings are discussed and two assessment profiles are presented.