This study aimed to analyze the general characteristics of the screening, diagnosis, and identification of twice-exceptional students(2e), based on the definitions and term found in domestic and abroad literature. Using these findings, we further analyzed the characteristics of screening, diagnosis, and identification for various subtypes of 2e, with the goal of establishing foundational data for the development of an appropriate educational support system in the future. Based on the inclusion and exclusion criteria of this study, total 16 studies were selected. The research results were as follows. Firstly, 3 articles were conducted domestically, and 13 articles were conducted internationally. The international studies exhibited diversity in research methods, encompassing literature analysis, experimental research, case study, and mixed-study. Secondly, the term used encompassed subtypes of 2e, including those with learning disabilities, Autism Spectrum disorders, visual impairments, ADHD, and term used encompassed all subtypes of 2e. In studies utilizing the term that encompasses all subtypes, definitions often included gifted with emotional and behavioral disorder, as well as those with auditory impairments, among others. Thirdly, the research focused on various aspects of screening, diagnosis, and identification for each of the subtypes, tailoring its approach accordingly. Fourthly, the study delved into challenges related to screening, diagnosis, and identification, including the need for assessment methods beyond intelligence testing in identifying 2e. It also discussed difficulties arising from the coexistence of disabilities and giftedness, such as the experience of a “mask effect”. Based on these findings, the study discussed implications for the screening, diagnosis, and identification of 2e in the domestic context, as well as limitations of the research. It also provided suggestions for future studies based on these limitations.