The purpose of this study is to provide pedagogical strategies for serving twice-exceptional students in regular classrooms in the United States. Specific discussion of definition, identification and characteristics of gifted and talented students with learning disabilities, current outlook of differentiating for gifted learners in the regular classroom in the United States are provided. Finally, pedagogical strategies that address the specific learning need for facilitating the use of differentiation in classrooms are discussed, including the use of modulating curriculum, modifying teaching and psychological support.