The purpose of this study was to identify the extent to which teachers of the deaf report using four identified language facilitation strategies: recasting, extension, responsivity, and self-talk/parallel talk. Participants self-selected in response to an advertisement on a state-wide listserv and to the state's residential school internal news. Fifty-seven (n = 57) completed questionnaires were collected via an internet-based survey. Participants taught primarily in self-contained and itinerant settings, and used Total Communication for instruction. They represented brand new teachers (first year teaching) through expert (more than 25 years), and all grade levels (early intervention through 12th grade). The respondents reported using all of the strategies to a high degree. Although significant relationships were identified between the use of extensions and two independent variables, the limitations of the study undermine the results and significance should be interpreted with caution. Implications for practice are not clear at this point. Further research is indicated that would focus on observing teachers' use of the four strategies with special attention paid to the influence of years of experience and communication modality on the use of the strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]