This conference presentation discusses how the Nucleus 22 cochlear implant, with its ability to improve speech perception, can be capitalized upon to improve the speech production of very profoundly deaf children. The paper is designed to accompany a video presentation demonstrating the speech ability and theory of two young children (ages 3 and 7) and cochlear implants. The teaching approach used incorporates speech teaching as an integral part of the school day. Spoken language is taught throughout the day in all classroom activities as children practice producing speech in a variety of communicative contexts, and speech pathologists help in getting classroom teachers involved in teaching speech. Instruction involves developing discrete speech skills as well as developing speech in the context of language. Teacher judgment is required in making decisions about when to correct and what to correct, based on the priorities of communication first, language second, and speech production third. Three factors may make the difference in helping very profoundly deaf children learn to talk with facility--expertise, extensive use, and expectations. (JDD)