It has been almost 10 years since I was indoctrinated into the specialized field of telepractice. My introduction was based on a persistent need. At the time, as the director of a statewide early intervention program, I was committed to delivering the same high-quality early intervention services using the communication approach selected by each family to all children in the state irrespective of the geographic location in which the children lived. This presented a challenge as many rural communities did not have a provider with expertise in working with children who are deaf and hard of hearing (DHH). If there was a provider, the professional often had the knowledge and skills for only one communication approach. A logical way to meet these commitments was to deliver services by connecting children in rural areas with providers in distant, and often urban, areas. Little did I know that I was venturing into a field that was already of high interest in the medical community. In short order, I became aware that the field of rehabilitation, and speech-language pathology specifically, was investigating telepractice as a service delivery model. My next opportunity to implement telepractice surfaced in 2009 when I participated in a multi-site grant to investigate the delivery of family-centered early intervention to infants and toddlers who were DHH. This grant, funded by the Colorado Clinical and Translational Sciences Institute (CCTSI), created an academic-community partnership to investigate the delivery of early intervention services through interactive video. During the 12 months of grant funding, 15 parents and professionals worked collaboratively to investigate the infrastructure needed to implement telepractice effectively with infants and toddlers with hearing loss. During this year of grant funding, the partners were introduced to numerous programs that were using telepractice. These programs were located throughout the United States and in other countries as well. As a result, the grant-funded project participated in a timely initiative sponsored by The National Center for Hearing Assessment and Management (NCHAM) at Utah State University. The NCHAM initiative was a learning community, which brought professionals together to discuss their collective efforts to provide