The purpose of this phenomenological study was to describe the lived experiences of K12 teachers addressing the unique needs of Black and marginalized twice-exceptional students in the United States. At this stage in the research, Black and marginalized twice-exceptional (2e) students are minority students that are gifted students that have a disability. The theory guiding this study was the teacher expectancy theory. This study was a transcendental phenomenological study. The study took place in the United States. Pseudonyms were used to protect the identities of the participants. The central research question asked, what are the lived experiences of teachers addressing the unique needs of Black and marginalized 2e students? Lesson plans, individual interviews, and observations were used to collect data. These data collections helped me understand the teachers' lived experiences. The data was analyzed by coding to find the emerging themes from the participant's responses. Also, triangulation and data reduction were used to analyze the data. The research revealed that teachers were unsure of how to support 2e students, lacked training and support, remained optimistic, and obstacles to success. It was recommended for future studies that researchers describe the lived experiences of Native American 2e students and female 2e students, that each state creates policies to support 2e students, and administration becomes trained in how to support 2e students so they could train their teachers. [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.]