ABSTRACT Twice-exceptional (2E) students constitute a unique group who simultaneously exhibit high cognitive abilities and learning difficulties or socio-emotional differences. Supporting only the academic potential of these students is not sufficient; their social and emotional needs must also be addressed through a holistic approach. This study aims to examine the opportunities and challenges within the educational processes of 2E students through a qualitative case analysis of the 2010 film Temple Grandin. The film portrays the life story of Temple Grandin—an individual on the autism spectrum who possesses exceptional visual and spatial intelligence—from childhood to adulthood. In this study, scenes from the film were analyzed using content analysis, and the character’s cognitive strengths, socio-emotional adjustment processes, and elements related to family and teacher support were thematically classified. The analysis identified three main themes. The first theme is cognitive giftedness and the realization of potential. Grandin’s strong visual–spatial intelligence and innovative problem-solving abilities transformed into extraordinary scientific contributions when supported through appropriate education and mentorship. This finding demonstrates that 2E students can maximize their potential through personalized learning environments and opportunities for creative problem-solving. The second theme is socio-emotional adjustment difficulties. Grandin experienced challenges in peer relationships and emotional regulation due to autism-related communication difficulties and sensory sensitivities. This reflects the commonly observed “giftedness–difficulty paradox” in 2E students. The findings highlight that socio-emotional support is critical for these students to develop self-confidence and resilience. The third theme is educational environment and supportive interventions. The film’s narrative emphasizes the transformative impact of individualized approaches provided by teachers and family on the student’s cognitive and socio-emotional development. Visual supports, adapted tasks, and patient guidance enabled Grandin to actualize her abilities. In conclusion, this study underscores the necessity of a holistic approach in the education of 2E students—one that goes beyond cognitive strengths to include social and emotional dimensions. Increasing teachers’ awareness, implementing differentiated instructional strategies, and integrating emotional support mechanisms into educational programs emerge as key recommendations for helping these students fully realize their potential. Keywords: Twice-Exceptional, Temple Grandin, Case Analysis, Holistic Education.