The purpose of this qualitative descriptive study was to explore how elementary educators described their support of twice-exceptional students using character strengths-based practices in promoting the domains of well-being in inclusive classrooms across the state of Arizona. Seligman's (2011) PERMA model and Seligman and Csikszentmihalyi's (2000) Theory of Positive Psychology were the foundation upon which the study resided. Two research questions guided the study: 1) how do elementary educators describe their support of twice-exceptional students' in inclusive classrooms? and 2) how do elementary educators describe the use of character strengths-based practices in promoting twice-exceptional students' well-being in inclusive classrooms? Research questions were used to evoke rich descriptive responses from K-8 elementary educators who participated in semi-structured, one-to-one interviews and a focus group discussion. Thematic analysis, grounded in the principles of naturalistic inquiry, was chosen to analyze the data. Four main themes derived from the study as follows: Theme 1: Educators' collaborative advocacy efforts for 2e learners, Theme 2: Educators' responsiveness to students with exceptionalities, Theme 3: Purposeful pedagogical strategies that foster success among twice-exceptional students within inclusive environments, and Theme 4: Educators' deliberate focus on the development of 2e students' emotional intelligence and well-being. New insights concluded educators' level of awareness, characteristics and traits, and a deliberate focus on emotional intelligence and well-being, may the catalyst for change dictating future practices for K-8 elementary educators within inclusive classrooms. [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.]