This study explores the lived experiences of twice exceptional students in a Midwestern, public, residential high school for gifted students. While there is not a singular definition, twice exceptional is defined here as being gifted in one or more domains and being diagnosed with a disability (e.g., anxiety, ADHD, dyslexia) (Foley-Nicpon & Assouline 2015; Morrison & Rizza, 2007). Students that identify as twice exceptional are often not having their mental and emotional needs met in public education, hindering their learning and identity development (Jolly & Hughes, 2015; Rubenstein et al., 2015). In addition to these specific needs, students with twice exceptionalities that also come from a marginalized community (e.g., racial minorities, LGBTQ+, ethnic minorities) might face additional (and different) challenges due to their multifaceted identities (Mayes, 2016). The results of this mixed-methods study can be used to make improvements in schools to better meet the needs of twice exceptional students.