In order for gifted/learning disabled (GT/LD) students to effectively gain access to enriched and accelerated instruction, they often need to have appropriate adaptations and accommodations. Teachers, parents, and students have strong opinions and beliefs that influence which, if any, adaptations and accommodations they believe to be appropriate. As a result of two decades of experience with GT/LD students, the authors recognized that there is a difference in perception regarding the appropriateness of adaptations and accommodations, as well as differing beliefs about whether these adaptations and accommodations enable or empower students. This article addresses the different perceptions that parents, students, and teachers have regarding appropriate accommodations for twice-exceptional students. By collecting and analyzing data on attitudes toward appropriate adaptations and accommodations, the authors have developed guidelines for providing them to GT/LD students and action plans that empower these students to be successful learners. (Contains 7 figures.)