Augmentative and Alternative Communication (AAC) pertains to methods employed by individuals facing either temporary or lasting constraints in their communicative abilities. These approaches enable them to convey thoughts, meet communication requisites, and foster interaction through means like sign language, symbols, written text, and cutting-edge technological communication instruments. These assistive systems prove particularly valuable for those with limited communication proficiencies, aiding them in honing these skills. For educators specializing in learners with distinct needs, adept utilization of AACs takes on pronounced significance in reinforcing their pupils' communication aptitudes. This study endeavors to ascertain special education teachers' viewpoints, usage contexts, and recommendations concerning AACs. Executed as qualitative research, it adheres to the case study paradigm. The study group encompasses 17 special education teachers engaged with students exhibiting severe and/or multiple disabilities across diverse academic tiers. Data collection encompasses a semi-structured interview form featuring seven queries, supplemented by a contemplative researcher's journal and observations by the investigators. Subsequent analysis employs content scrutiny. The findings, deriving from this study's culmination, coalesce into four overarching themes, subdivided into eight categories and further fragmented into 26 distinct codes. The outcomes divulge that, among the participating educators, seven acknowledge adopting AACs, whereas the remaining 10 abstain. The preeminent AACs of choice among educators is the Picture Communication System (PCS). The study's findings are interwoven with pertinent literature, and the discourse encapsulates recommendations for both future research trajectories and practical implementation.