Abstract
Twice-exceptional students, who are both gifted and present with characteristics of neurodiversity such as Autism Spectrum Disorder (ASD), possess distinctive academic and socio-emotional needs that necessitate individualized educational strategies. This qualitative case study explores the academic and socio-emotional experiences of Murat, an eighth-grade learner identified as gifted and diagnosed with ASD, from the perspectives of the student himself, his mother, and his teachers. Data were collected through semi-structured interviews and analyzed using Braun and Clarke's six-phase reflexive thematic analysis. The findings revealed that Murat achieved success in mathematics and science, particularly within enriched, strength-oriented environments that accommodated his sensory sensitivities. Despite challenges in social skills and group participation, he benefited considerably from teacher scaffolding and interactive pedagogies. His mother's active engagement and strong family-school collaboration emerged as pivotal factors in his developmental progress. This study extends beyond individual challenges to highlight the potential strengths that arise from by the intersection of neurodiversity and giftedness. Additionally, it contributes to the limited body of literature exploring how the notion of twice-exceptionality manifests within underrepresented educational contexts. Future research could investigate diverse socio-cultural contexts and develop strategies to enhance teacher preparation and family engagement in supporting gifted learners with ASD.