Some of the most misunderstood learners are the ones who appear capable on the surface while quietly struggling underneath. Twice-exceptional gifted/ADHD students often fall into that gap: bright enough to compensate, complex enough to confuse the systems around them, and vulnerable to narratives that frame them as inconsistent, unmotivated, or not living up to their potential. This session examines what can be missed when giftedness and ADHD are viewed in isolation and how a more nuanced lens can reshape assessment interpretation, intervention planning, and support across school and clinical contexts. With a focus on real-world application, the presentation will address practical accommodations, neurodiversity-affirming supports, and ways to foster greater self-understanding and self-acceptance in twice-exceptional learners. Ideal for educators and therapists, this session offers concrete shifts that can improve both insight and practice.