Two studies were conducted to examine characteristics of teacher communications to students who have severe and profound disabilities. Of particular interest was the influence of various factors on the methods of communication teachers used when they were conveying information to students who lacked language abilities. It appeared that the forms of communication teachers selected were less related to the student's communicative ability or responsiveness to particular forms than they were to the teacher's intention in communicating. Implications of the results for enhancing communicative interactions between teachers and students with severe and profound disabilities are discussed.