Teaching young children with language delays to say or sign the word "more" has had strong support from the literature since the 1970s (Bloom & Lahey, 1978; Holland, 1975; Lahey & Bloom, 1977; Lederer, 2002). Semantically, teaching children the word/sign "more" is supported by research on early vocabulary development (Bloom & Lahey, 1978; Nelson, 1973). Pragmatically, "more" is an important word to teach as children are motivated to use it to request recurrence of desired objects (e.g., more cookies) or actions (e.g., more hugs; Holland, 1975; Lahey & Bloom, 1977). Finally, "more" is motorically easy to sign (Fristoe & Lloyd, 1980; Seal, 2010). Closer inspection of the research and practices involving "more," however, reveals some concerns (Seal, 2010). The purpose of this article is to explore the promises and potential pitfalls of teaching children to say/sign "more" from the semantic, pragmatic, and concept representation perspectives so practitioners can better collaborate with caregivers. Promises provide the rationales for choosing to teach "more" while the potential pitfalls are accompanied by practical recommendations for ensuring communicative success.