The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental, multiple case study, qualitative research design was used to better understand paraeducators’ distinct roles and their varying levels of participation as members of their educational teams. Emergent cross-case themes included, first, the varying degrees to which teams worked collaboratively with the paraeducator and, second, the different roles the paraeducators fulfilled based on team members’ expectations. Findings indicated that the degree to which the three teams included the paraeducator as an integral team member varied from minimal to fully integrated. The fully integrated team worked collaboratively to best support the child. The paraeducator’s role and experience on each team was based on the educational team member’s expectations and the support the paraeducator received from the team.

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