The problem that was addressed in this qualitative study is a lack of understanding of the requirements for an online e-learning module on effective parent advocacy for 2e students who are identified as ADHD and gifted. The purpose of this qualitative Delphi study was to determine perceptions of what should be included in the online asynchronous module. Research questions were: RQ1. What are experts' perceptions of the content that should be included in an online e-learning module for parent advocacy skills for 2e children? RQ2. What are parents' perceptions of the content that should not be included in an online e-learning module for parent advocacy skills for children identified as ADHD and gifted? Parents of 2e children that are gifted with ADHD, along with Educational Therapists, were selected as participants. There were 23 participants at the start of the study. This proposed training module used adult learning theory as its theoretical framework. Round 1 survey responses were coded by hand. Themes that emerged were then ranked. Each ranked item was assigned a numerical value. The mean for each was found to determine the most important items. Results for research question 1 recognized the following as most important items to be included in an advocacy training program across all themes: have child independently evaluated; view child as gifted first; help school understand child's needs; behavior is communication; understand executive functioning; parents are child's best advocates; articulate challenges clearly; get child input; create work schedule; share child's strengths, challenges, successful modifications and strategies; visit a new school before making a transition. Research question 2 was not explicitly answered, nor explicitly asked. Future research should include this omission as well as measure the effectiveness of the proposed e-learning training module. More effective parent advocacy for their 2e students could directly impact real-world issues such as self-esteem and academic achievement in future practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]