This paper presents a study of two intellectually gifted students (ages 6 and 14) who have cerebral palsy and are unable to communicate orally. Results of participant observation, interviews, and document analysis revealed that: (1) gifted students who have cerebral palsy and do not speak exhibit indicators of cognitive ability that are similar to those exhibited by nondisabled gifted students, though the expression and recognition of these indicators are inhibited by communication barriers; (2) classroom atmosphere, structures, and instructional activities differentially impact the intellectual development of gifted students with physical disabilities; (3) gifted students with physical disabilities are able, with some modifications, to integrate and succeed academically and socially in regular classrooms; and (4) many barriers must be overcome by gifted students with physical disabilities in order to reach their goals. The study demonstrates the importance of looking beyond the obvious external manifestations of intellectual talent and illustrates some unique behaviors that may appear given appropriate circumstances. (Contains 22 references.) (JDD)