Academic self-concept relates to students’ perceptions of their academic accomplishments, academic competence and their expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement over time. Twice-exceptional students are gifted with a coexisting disability. Twice-exceptional students present as a dual paradox for education systems, both in terms of being gifted and having a disability, and in terms of the lamentable lack of nurturing of a potential resource both for the individual and also at a national level. The paradox of two, or one, or neither of the exceptionalities being visible in a child in school is due primarily to outward behaviours, lack of community knowledge, and challenges with identification (Vail, 1989). Despite over twenty years of empirical research on twice-exceptional students, the influences on academic self-concept remain virtually unexplored. Australian professional teaching standards call for educators to design and implement learning experiences that value diversity. The teaching standards include identifying individual learning needs and adopting strategies for teaching students with disabilities, for those who are gifted, and for those who are twice-exceptional. Few studies have investigated the ways in which psychosocial, school, and academic experiences influence twice-exceptional students.