Students who use augmentative and alternative communication (AAC) represent a heterogonous group with complex communication needs. AAC--including aided communication means (e.g., pictures, devices) and unaided (e.g., signs, gestures)--is often used to support students who have difficulties with speech production, language comprehension, and communication (Beukelman & Mirenda, 2013). While some students use multiple communication means (e.g., combining signs, speech, and pictures) and some students prefer a primary mode (e.g., a speech-generating device), AAC is essential in enabling expressions of needs and emotions, establishing relationships, and promoting full participation for many students with significant disabilities. However, supporting students who use AAC in inclusive classrooms continues to pose unique challenges for educational teams. This article introduces the Communicative Competence Inventory (CCI) which can be used by educators as a guide to identify challenges that prevent students from developing communicative competence and to facilitate a collaborative problem-solving process for implementing evidence-based strategies. The CCI includes four elements that are foundational to establish communicative competence of students who use AAC: students as active communicators, peers as competent communication partners, family as involved collaborators, and educators as effective facilitators. Each element has a range of three to eight questions used to assess the skill, attitude, and knowledge of the stakeholder. In this article, each of the CCI's four elements is defined and recommended solutions are presented. The final section of the article provides specific steps to implement the CCI.