Just as there are rules for punctuation and sentence formation, there are rules for social behavior. With the growing population of gifted students with disabilities (including Asperger’s syndrome), teachers of the gifted are facing new challenges. How can teachers help twice-exceptional learners acquire the powerful social rules necessary for them to successfully build and maintain friendships? Based on the work of Michelle Garcia-Winner and Temple Grandin, strategies have been designed and classroom tested within programs for twice-exceptional learners in Albuquerque, NM. Examples of how these strategies can be integrated into science and social studies content areas are shared.