The problem was general and special educators' perceptions of educational accomplishments and disability needs in twice-exceptional (2e) children may have possible drawbacks for referral admittance into the gifted program curriculum. Little research had been undertaken regarding the teacher perceptions of 2e on the identification process, creating a gap in the research this study aimed to address. Research questions explored were the perceptions of the intermediate general and special educators and leaders in a public school system in Maryland in identifying 2e populations, and what were the teachers' attitudes, opinions, and beliefs about the 2e populations and their overall academic performance? Using the behavioral and trait leadership theories frameworks, the purpose of the qualitative case study research explored general and special educators' perceptions on identifying 2e populations for gifted programs through interviews in one large Maryland public school system. Participants in the study included 20 teachers in one large Maryland school system established through convenience sampling. Semi-structured interviews were conducted and recorded. Transcriptions were created from recordings. Thematic analysis was applied to the raw transcript data and converted into themes. The established themes were scrutinized to reveal relevant trends and patterns within the data related to the research questions. Findings determined the gifted identification process, the lack of 2e population knowledge, gifted programming knowledge, and professional development or training to identify 2e populations as perspectives that impacted twice-exceptional identifications to the gifted program. Recommendations were made to include professional development opportunities, consistent criteria for identification, and educational planning for improvements. [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.]