This paper outlines findings from a systematic quantitative literature review (SQLR) of empirical literature about strength-based practices—and the ways this is explained and translated into practice for supporting twice-exceptional learners. The aim of this SQLR was to explore strength-based approaches and their potential impact on improving twice-exceptional student engagement and achievement. Education databases and Google Scholar were the sources of literature for this review. Articles were selected for review on the basis that they primarily addressed strength-based teaching (or a focus on talent development), for twice-exceptional learners, and considered the outcomes in terms of under/achievement and/or student engagement. In all, 62 research articles met the criteria for review out of 174 papers screened, and the former were analysed by categories, including country of study, research methodology, point of view, participants, and findings. This short paper provides an overview of the preliminary findings. The review highlights the complexity of perspectives, conditions, and approaches that the subject of strength-based approaches to learning draw together. There are also identified research gaps, particularly around student engagement. A basic tenet of teaching to students’ strengths is student learning through advancing their interests, and hence their engagement, and is an area ripe for further research.