Children with visual impairments who are gifted may be one of the most underserved student populations in our educational system (Johnsen & Corn, 1989). A paucity of current research exists concerning appropriate practices for recognizing these students in publicly funded school settings. In 2004, the American Foundation for the Blind reported that special education programs in the public schools served approximately 94,000 students with visual impairments. Friedrichs (2001) estimated that 5% of the total population of blind and visually impaired students were gifted. Using that estimate, one could assume that approximately 4,140 students in the public education system were gifted and visually impaired. Unfortunately, giftedness among these students generally goes unidentified (Corn, 1986). The primary purpose of this article is to increase educators' understanding of high ability among those students so that recognizing that ability and subsequently referring these students to gifted education programs can alleviate their underrepresentation in gifted programs. Students with gifts and disabilities, referred to in the field of gifted education as "twice exceptional students" (Baum, 1990; Baum, Owen, & Dixon, 1991; Hannah & Shore, 1995) are recognized in the latest revision of the Individuals with Disabilities Education Act (IDEA, 2004). Educators are responsible to seek, find, and serve students of all cognitive levels who have disabilities. However, they can meet their responsibility toward the gifted students in that group only if they are knowledgeable of their characteristic traits. (Contains 1 table.)