Response to intervention is a school reform movement embracing the academic and behavioral needs of all students, including those with gifts and talents. With the implementation of response to intervention in schools across the country, education is in the midst of a significant systems change that is affecting the roles of the school psychologist. In this article, the authors (a) describe the changing roles of the school psychologist in relation to gifted education and response to intervention; (b) examine a specific issue (students who are twice-exceptional) where these role changes can be clearly illustrated; (c) share remaining opportunities and challenges in implementing response to intervention to address the strengths and needs of all children; and (d) review the process in Colorado for exploring and redefining these roles. (Contains 1 table and 1 note.)