Much has been written about gifted students with learning disabilities, but there have been few large-scale empirical investigations, and the concept has proven controversial. The authors reviewed the available empirical literature on these students, focusing on (a) the criteria by which the students were identified and (b) the students' performance on standardized tests of ability and achievement. In addition, the test scores of these students were aggregated to determine typical performance levels. A total of 46 empirical articles were reviewed, and major findings included wide variability in identification criteria across studies, frequent reliance on dubious methods of learning disability identification, and a lack of academic impairment among the identified students. Implications for the "gifted/LD" category are discussed. (Contains 3 tables.)