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For many years, parents and teachers have been perplexed about youngsters who have dramatic learning strengths in some areas and equally dramatic learning weaknesses in others. These students appear to defy accurate labeling: Are they gifted or learning disabled? Finally, the de-bate has stopped, and educators are now recognizing these students as “twice-exceptional.” Rather than trying to use evidence from their weak learning areas to prove they are not “truly gifted, ” savvy teachers are now learning how to allow these students to experience the same opportunities available for gifted students when they are learning in their strength areas. When students are learning in their areas of weakness, teachers are learning to provide the same compensation strategies used by other students with learning disabilities. This article offers spe-cific instruction to empower teachers to effectively teach twice-exceptional students. 01 Winebrenner p131 11/22/02 11:20 AM Page 13