Within the first 12 to 18 months of a child’s life, he or she is bombarded with speech and language from their communication partners (e.g., parents, siblings, caregivers). It has been reported that by the time a typically developing child reaches 18 months of age, they have been exposed to 4,380 hours of oral language at the rate of 8 hours/day. Unfortunately, a child who uses augmentative and alternative communication (AAC) does not have the same experience and receives limited examples of how to communicate using their specific methods (e.g., voice output device, communication board/book, etc). In fact, if a child using a communication device only receives models of how to use their tool to communicate during twice weekly, 20-30 minute isolated speech therapy sessions, it would take the student 84 YEARS to experience the same level of input their typically developing peer receives within the first 18 months of their life ( Jane Korsten, 2011 QIAT Listserv 4th April) ! Therefore, communication partners of students with Complex Communication Needs (CCN) who use AAC have a critical role in successful device implementation. During this webinar, we will discuss common barriers communication partners face when working with students who use AAC. We will also identify strategies to overcome these barriers and discuss how to use communication supports throughout the day to have a positive impact on student device use and language learning.