This study investigated parents' and teachers' expectations of Auditory-Verbal therapy and the child's language development. Data were collected by questionnaires that were distributed to parents and teachers at three early intervention centers. Twenty matching questionnaires were completed and returned. The results of this study showed that the child's expressive language development was predicted by a factor relating to age of diagnosis, device fitting and entry into early intervention, and by the teachers' expectations of the child. These factors also predicted a child's receptive language with the addition of the parents' expectations of the teachers' use of Auditory-Verbal therapy. High expectations were evident for teachers and parents alike. The results of this study are discussed in light of family centered practice.