For decades, researchers have focused on the importance of creativity and its lasting repercussions for the individual and society as a whole. In order to foster creativity in the classroom, it is important to approach education from a strength-based perspective rather than focusing on remediating weaknesses. This is especially beneficial for gifted students with co-occurring learning differences such as attention deficit hyperactive disorder (ADHD). This chapter reviews the research on twice exceptionality and explores the implications that these findings have for educators as they construct classroom environments that foster creativity. In doing so, educators are encouraged to see these students as ADHG—attention divergent hyperactive gifted. Such a paradigm shift would alter the focus from their challenges and instead highlight their motivation, strengths, perseverance, and resilience, those innate qualities that make them so very special.