Educators across the nation are now well under way in implementing the Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010) for mathematics. The emerging literature regarding CCSS mathematics instruction for students with disabilities urges teachers to prioritize standards, develop real-world applications, and incorporate evidence-based practices (Saunders, Bethune, Spooner, & Browder, 2013). Additional recommendations for teachers about students with disabilities include a focus on developing the foundational skills in mathematics for students who struggle (Powell, Fuchs, & Fuchs, 2013) and the implementation of data-based individualization for students who are performing below standards, which involves collecting formative and summative assessment data and intensifying instruction accordingly (Powell & Stecker, 2014). However, general and special educators must also endeavor to address the mathematics needs for 2e students who may not necessarily exhibit problems with conceptual understanding of mathematics but may have difficulty expressing their problem solving approaches (Reis, Baum, & Burke, 2014). Meeting the needs of twice-exceptional students effectively can be challenging unless a holistic approach is undertaken. This article describes REASON, a self-regulation mnemonic strategy used to scaffold the reasoning process in mathematical problem solving for a 2e learner.